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dc.contributor.authorLaw, Nancy
dc.contributor.authorYuen, Johnny
dc.contributor.authorHuang, Ronghuai
dc.contributor.authorLi, Yanyan
dc.contributor.authorPan, and Nicol
dc.date.accessioned2019-07-20T23:49:58Z
dc.date.accessioned2020-01-09T18:38:17Z-
dc.date.available2019-07-20T23:49:58Z
dc.date.available2020-01-09T18:38:17Z-
dc.date.issued2007-07
dc.identifier.citationLaw, N., Yuen, J., Huang, R., Li, Y., & Pan, a. (2007). A Learnable Content & Participation Analysis Toolkit for Assessing CSCL Learning Outcomes and Processes. In Chinn, C. A., Erkens, G., & Puntambekar, S. (Eds.), The Computer Supported Collaborative Learning (CSCL) Conference 2007, Volume 8, Part 1 (pp. 408-417). New Brunswick, NJ, USA: International Society of the Learning Sciences.en_US
dc.identifier.urihttps://doi.dx.org/10.22318/cscl2007.408
dc.identifier.urihttps://repository.isls.org//handle/1/3376-
dc.description.abstractIn this paper, the authors first review the different kinds of analysis methods used by researchers to assess students' learning outcomes and processes to propose a categorization framework that can be applicable for assessment methods of CSCL discourse irrespective of the theoretical underpinning of the assessment method. A conceptual design for the construction of a suite of learnable content and participation analysis tools is proposed to provide intelligent support to analysis of online discourse. It is argued in this paper that the implementation of such a toolkit will facilitate collaboration and critical co-construction of knowledge about CSCL outcomes and processes among researchers. An example is also provided for the use of VINCA, a prototype for the toolkit, in comparing the cognitive engagement of two groups of students through text analysis.en_US
dc.language.isoenen_US
dc.publisherInternational Society of the Learning Sciences, Inc.en_US
dc.titleA Learnable Content & Participation Analysis Toolkit for Assessing CSCL Learning Outcomes and Processesen_US
dc.typePapersen_US
Appears in Collections:CSCL 2007

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