Inferring Socio-Affective Factors and Cooperation Capacity in Computer Assisted Collaborative Teaching/Learning Environments
Nowadays, socio-affective factors such as cooperation, motivation, socio-cognitive affinities, pro-activity, interaction and others, tend to be widely exploited in teacher/student and in between pupils relationship, so that the results of the building of knowledge be reached in a collaborative fashi...
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| creator | Quarto, C.C. Labidi, S. Jaques, P.A. |
| description | Nowadays, socio-affective factors such as cooperation, motivation, socio-cognitive affinities, pro-activity, interaction and others, tend to be widely exploited in teacher/student and in between pupils relationship, so that the results of the building of knowledge be reached in a collaborative fashion. This is because these factors would play an encouraging role towards collaboration, acting positively in building human relationships within a socio-cultural panorama. Therefore, this work shows the importance of considering socio-affective factors in collaborative learning environments focusing on the relevant socio-affective factor that we designate as collaboration capacity, describing its manual and computer aided inference mechanisms. The rest of the relevant socio-affective factors quoted in this work is described and inferred along the course of the dissertation concluding research |
| doi_str_mv | 10.1109/ICALT.2006.1652515 |
| format | Conference Proceeding |
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This is because these factors would play an encouraging role towards collaboration, acting positively in building human relationships within a socio-cultural panorama. Therefore, this work shows the importance of considering socio-affective factors in collaborative learning environments focusing on the relevant socio-affective factor that we designate as collaboration capacity, describing its manual and computer aided inference mechanisms. 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This is because these factors would play an encouraging role towards collaboration, acting positively in building human relationships within a socio-cultural panorama. Therefore, this work shows the importance of considering socio-affective factors in collaborative learning environments focusing on the relevant socio-affective factor that we designate as collaboration capacity, describing its manual and computer aided inference mechanisms. The rest of the relevant socio-affective factors quoted in this work is described and inferred along the course of the dissertation concluding research</abstract><pub>IEEE</pub><doi>10.1109/ICALT.2006.1652515</doi><tpages>5</tpages></addata></record> |
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| language | eng |
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| source | IEEE Electronic Library (IEL) Conference Proceedings |
| subjects | Buildings Collaboration Collaborative tools Collaborative work Education Humans Inference mechanisms Information technology Intelligent systems Internet |
| title | Inferring Socio-Affective Factors and Cooperation Capacity in Computer Assisted Collaborative Teaching/Learning Environments |
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