A general framework for tracking and analysing learning processes in computer‐supported collaborative learning environments

Abstract

This paper describes a method for analysing the learning processes that take place in a computer‐supported collaborative learning (CSCL) environment. The approach is based on tracking the interactions between learners and tutors. Keeping track of meaningful events serves three main purposes: evaluation of the quality of the process, monitoring students’ performance in real time and the assessment of individual learning performances. The results can be of benefit to course designers, tutors/instructors and researchers involved in collaborative learning experiences. The method is based on a five‐dimensional model that includes a participative, an interactive, a social, a cognitive and a teaching dimension. Each dimension can be analysed through a set of indicators obtained by tracking course participants’ behaviour within the learning environment. Examples of significant indicators, drawn from the literature and the authors’ field experience, are discussed for each dimension. The paper also proposes a taxonomy of the data needed to obtain the described indicators. Finally, possible directions for further research are outlined.

Acknowledgements

This study was carried out within the DPULS project (Design Patterns for recording and analysing Usage of Learning Systems). DPULS is a JEIRP (Joint Executed Integrated Research Project) of the Kaleidoscope Network of Excellence, supported by the European Community as part of the Information Society Technologies priority of the 6th Framework Programme.