Adaptation Patterns as a Conceptual Tool for Designing the Adaptive Operation of CSCL Systems

Autor/inn/en	Karakostas, Anastasios; Demetriadis, Stavros
Titel	Adaptation Patterns as a Conceptual Tool for Designing the Adaptive Operation of CSCL Systems
Quelle	In: Educational Technology Research and Development, 59 (2011) 3, S.327-349 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1042-1629
DOI	10.1007/s11423-010-9162-5
Schlagwörter	Graduate Students; Undergraduate Students; Cooperative Learning; Educational Technology; Electronic Learning; Instructional Design; Computer Assisted Instruction; Instructional Effectiveness; Computer System Design; Computer Software Evaluation; Intelligent Tutoring Systems + Suchen Sie Ihr Suchwort? Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Kooperatives Lernen; Unterrichtsmedien; Lesson concept; Lessonplan; Unterrichtsentwurf; Computer based training; Computerunterstützter Unterricht; Unterrichtserfolg; Softwareanalyse; Intelligentes Tutorsystem
Abstract	While adaptive collaboration support has become the focus of increasingly intense research efforts in the CSCL domain, scarce, however, remain the research-based evidence on pedagogically useful ideas on what and how to adapt during the collaborative learning activity. Based principally on two studies, this work presents a compilation of adaptation patterns, which offer the basis for designing the adaptive operation of a CSCL system. In the first study 12 postgraduate students were engaged in a pyramid-type scripted collaborative activity, while in the second study 36 undergraduate students worked in dyads, being adaptively supported by domain-specific prompts in the LAMS environment. The analysis of the learning experiences provided the basis for identifying a number of possible adaptation patterns. An adaptation pattern is described as a pedagogically useful and well-targeted adjustment process that can be initiated by the teacher or the CSCL system, in order to foster an improved learning setting when specific conditions occur during the collaborative learning activity. This pattern-based approach is presented within the notion of adaptive collaboration support. Adaptive collaboration support systems model various entities and processes of the collaborative activity to adaptively support students during run time, in order to provide enhanced learning experiences. Additionally, a prototype methodology (DeACS) is suggested for identifying and evaluating useful adaptation patterns for possible implementation in CSCL systems. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10