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One of the main difficulties during the design of collaborative learning activities is adequate group formation. In any type of collaboration, group formation plays a critical role in the learners' acceptance of group activities, as well as the success of the collaborative learning process. Nevertheless, to propose both an effective and pedagogically sound(More)
Two of the most important research subjects during the development of intelligent authoring systems (IAS) for education are the modeling of knowledge and the extraction of knowledge flows from theory to practice. It bridges the gap between theoretical understanding about learning and the practical foundations of design the knowledge of intelligent systems(More)
One of the main problems facing the development of ontology-aware authoring systems (OAS) is to link well-designed domain-independent knowledge (ontologies) with domain content. Such a problem comes from the fact that all OAS developed to date require end-users (non-experts) to create their own domain ontologies to run the system in real scenarios. In(More)
To evaluate the teaching-learning process in collaborative learning sessions and its educational benefits for learners, we should analyze the interaction process during each session and select appropriate learning goals and tasks for each learner. However, the interaction process is very difficult to analyze, even for experts, and furthermore choosing(More)
Design of collaborative learning (CL) scenarios is a complex task, but necessary if the goal of the collaboration is learning. Creating well-thought-out CL scenarios requires experience and knowledge about different learning/ instructional theories and practices related to collaboration. Inexperienced designers, who may not have all the needed knowledge to(More)
This paper reports on a study of learning with erroneous examples, mathematical problems presented to students in which one or more of the steps are incorrect. It is hypothesized that such examples can deepen student understanding of mathematics content, yet very few empirical studies have tested this in classrooms settings. In a classroom study, 255 6th,(More)
21 One of the most useful ways to enhance collaboration is to create scenarios where learners are able to 22 interact more effectively. Nevertheless, the design of pedagogically sound and well-thought-out collab-23 orative learning scenarios is a complex issue. This is due to the context of group learning where the syn-24 ergy among learners' interactions(More)