Understanding knowledge-sharing breakdowns: a meeting of the quantitative and qualitative minds.
The rapid advance of distance learning and networking technology has enabled universities and corporations to reach out and educate students across time and space barriers. Although this technology enables structured collaborative learning activities, online groups often do not enjoy the same benefi...
| Publicado en: | Journal of Computer Assisted Learning Vol. 20; no. 3; pp. 212 - 224 |
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| Autor principal: | |
| Formato: | research tables/charts Journal Article |
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Wiley-Blackwell
Jun2004
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=106608092&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 106608092 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 02664909 6M1 jtl: Journal of Computer Assisted Learning issn: 02664909 maglogo: Y pubinfo: dt: Jun2004 vid: 20 iid: 3 pid: 480 pub: Wiley-Blackwell place: Malden, Massachusetts artinfo: ui: 106608092 106608092 2005066015 10.1111/j.1365-2729.2004.00081.x 106608092 ppf: 212 ppct: 12 formats: tig: atl: Understanding knowledge-sharing breakdowns: a meeting of the quantitative and qualitative minds. aug: au: Soller A affil: ITC-IRST, Via Sommarive 18, 38050 Povo, Trento, Italy; soller@itc.it sug: subj: Collaboration Knowledge Education, Non-Traditional Communication Pretest-Posttest Design Human ab: The rapid advance of distance learning and networking technology has enabled universities and corporations to reach out and educate students across time and space barriers. Although this technology enables structured collaborative learning activities, online groups often do not enjoy the same benefits as face-to-face learners, and their instructors often do not have time to actively support and mediate the online collaboration. This article demonstrates our capacity to computationally model, analyse, and support online student interaction, in particular knowledge sharing. A unique combination of qualitative analysis and artificial intelligence methods was designed to (a) recognize when students are having trouble learning the new concepts they share with each other, and (b) understand why they are having trouble, so that we might assist an instructor or intelligent coach in mediating group knowledge-sharing activities. pubtype: Academic Journal doctype: research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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