Abstract—Computer Supported Collaborative Learning (CSCL) systems can offer the automation of many teaching resources and activities by the encouragement of the interaction among students as a means of implementing constructivist and sociocultural educational theories. This study is grounded on Piagetian Theories to investigate the use of cognitive knowledge misconceptions (lacking and misunderstanding) in a dialogue protocol, and to evaluate how social behavior can influence student’s learning. Results show the role of help requesters in CSCL by the assessment of four dialogue dimensions.
Index Terms—CSCL, social behaviour, learning gain, education technology.
The author is with Federal University of Tocantins, CO 77.001- 009 Brazil (e -mail: firstname.lastname@example.org).
Cite: David Nadler Prata, "The Role of a Help Requester in Collaborative Learning," International Journal of Information and Education Technology vol. 6, no. 11, pp. 859-862, 2016.