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dc.contributor.authorLeontios J. Hadjileontiadis
dc.contributor.authorGeorgia N. Nikolaidou
dc.contributor.authorSofia J. Hadjileontiadou
dc.contributor.authorGeorge N. Balafoutas
dc.date.accessioned2019-10-26T05:20:47Z
dc.date.available2019-10-26T05:20:47Z
dc.date.created2017-09-29 23:41
dc.date.issued2004-04-01
dc.identifieroai:doaj.org/article:3668746d9e564a0196c1db2a0b571f63
dc.identifier1436-4522
dc.identifierhttps://doaj.org/article/3668746d9e564a0196c1db2a0b571f63
dc.identifier.urihttp://hdl.handle.net/20.500.12424/1605033
dc.description.abstractWeb-based collaboration calls for professional skills and competences to the benefit of the quality of the collaboration and its output. Within this framework, educational virtual environments may provide a means for training upon these skills and in particular the collaborative ones. On the basis of the existing technological means such training may be enhanced even more. Designing considerations towards this direction include the close follow-up of the collaborative activity and provision of support grounded upon a pedagogical background. To this vein, a fuzzy logic-based expert system, namely Collaboration/Reflection-Fuzzy Inference System (C/R-FIS,) is presented in this paper. By means of interconnected FISs, the C/R-FIS expert system automatically evaluates the collaborative activity of two peers, during their asynchronous, written, web-based collaboration. This information is used for the provision of adaptive support to peers during their collaboration, towards equilibrium of their collaborative activity. In particular, this enhanced formative feedback aims at diminishing the possible dissonance between the individual collaborative skills by challenging self-adjustment procedures. The proposed model extents the evaluation system of a web-based collaborative tool namely Lin2k, which has served as a test-bed for the C/R-FIS experimental use. Results from its experimental use have proved the potentiality of the proposed model to significantly contribute to the enhancement of the collaborative activity and its transferability to other collaborative learning contexts, such as medicine, environmental engineering, law, and music education.
dc.languageEN
dc.publisherInternational Forum of Educational Technology & Society
dc.relation.ispartofhttp://www.ifets.info/abstract.php?art_id=60
dc.relation.ispartofhttps://doaj.org/toc/1436-4522
dc.sourceEducational Technology & Society, Vol 7, Iss 2, Pp 68-81 (2004)
dc.subjectFuzzy logic in CSCL
dc.subjectEvaluation of e-collaboration
dc.subjectOn-line collaborative skills
dc.subjectFuzzy logic in Lin2k
dc.subjectMusic e-education
dc.subjectTechnology (General)
dc.subjectT1-995
dc.subjectTechnology
dc.subjectT
dc.subjectDOAJ:Technology (General)
dc.subjectDOAJ:Technology and Engineering
dc.subjectSpecial aspects of education
dc.subjectLC8-6691
dc.subjectEducation
dc.subjectL
dc.subjectDOAJ:Education
dc.subjectDOAJ:Social Sciences
dc.titleOn enhancing on-line collaboration using fuzzy logic modeling
dc.typeArticle
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ge.lastmodificationdate2017-09-29 23:41
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