Methodological challenges for collaborative learning research

TL;DR: A systematic literature review of the state-of-the-art of research on learning dashboards in the fields of Learning Analytics and Educational Data Mining concludes by offering a definition for learningdashboards and by outlining open issues and future lines of work in the area of learningDashboards.

TL;DR: In this paper, the authors explored the effectiveness of using mobile technologies to support a blended learning course called Scientific Research Methods in Information Science (SRLISIS), and discussed the effects of WhatsApp mobile learning activities guided by activity theory on students' knowledge management.

TL;DR: Peer assessment is an educational arrangement where students judge a peer's performance quantitatively and/or qualitatively and which stimulates students to reflect, discuss and collaborate as mentioned in this paper. However, empirical evidence for peer assessment effects on learning is scarce, mostly based on student self-reports or involving comparison of peers' and teachers' ratings or anecdotal evidence from case studies.

TL;DR: In this article, the authors investigate the innovative and inclusive potential of social computing applications in formal education by reviewing current practice and identify, structures and analyses existing Learning 2.0 practice in Europe with a view to generating evidence on the impact of social Computing for learning and its potential in promoting innovation and inclusion.

TL;DR: A set of evolving guidelines for reviewing qualitative research to serve four functions: to contribute to the process of legitimizing qualitative research; to ensure more appropriate and valid scientific reviews of qualitative manuscripts, theses, and dissertations; to encourage better quality control in qualitative research through better self- and other-monitoring; and to encourage further developments in approach and method.

TL;DR: It is important to view CSCL as a vision of what may be possible with computers and of what kinds of research should be conducted, rather than as an established body of broadly accepted laboratory and classroom practices.

TL;DR: This article investigated how collaborative interactions influence problem-solving outcomes and found that both characteristics of proposals and partner responsiveness were important correlates of the uptake and documentation of correct ideas by the group, whereas less successful groups ignored or rejected correct proposals, whereas more successful groups discussed or accepted them.

TL;DR: This book discusses how to support teachers Transitioning to Project-Based Science Practices in a New Paradigm Shifts and Instructional Technology, and some examples of such support can be found in the textbooks of the 1990s and 2000s.