Theory And Method To Construct Web-Based Intelligent Collaborative Learning System

Theory and method of web-based intelligent tutoring system (WINCOL) was mainly studied in this thesis. The scope of this study includes collaborative learning, web setting, intelligent instruction, and CSCL (Computer Supported Collaborative/Cooperative Learning). Some research methods, e.g.., literature review, content analysis, questionnaire, logical inference, inductive deduction, and system modeling were utilized into this study.First of all, the research status and development trend of current collaborative learning research in our and other countries was reviewed. Then the basic study scopes, purposes, and methods were utilized in this thesis were introduced. The basic framework of collaborative leaning theory was formed by literature review and content analysis in this field. The relationship between collaborative learning and cooperative learning was deeply analyzed from derivation, notion, task solving, and evaluation, etc. Meanwhile, the grounding theory and method was constructed after CSCL, ITS, intelligent agent, and learning technology standards was studied.Collaborative learning can be specified classroom-based (face to face, FTP) and web-based in terms of the different setting. Fundamental, organized methods and strategies, evaluation, and process control in classroom-based collaborative learning already is matured enough. Web-based collaborative learning research is just on the beginning and cannot compare with classroom-based collaborative learning. Influential factors in collaborative learning process are very important for to improve the learning effect and to construct web-based intelligent collaborative learning system. So how to get these factors became a big issue in this field study. Theory and methods of classroom-based collaborative learning can be utilized to guide WINCOL system construction in terms of ihe differentiation of influential factors between classroom setting and web setting. So the factor analysi s method was utilized to get theses factors. The result of factor analysis is there are 12 components in classroom setting and 13 components in web setting. Further analysis for these components can get more results which negotiation and communication among group mates, active interdependent, learning content selection, individual and group skills, and dealing with collaborative learning conditions should be more concerned in classroom setting, and group learning production, duration of collaborative learning process, role play, learning position, skills, motivation and positivity, effect of collaborative learning in instruction and students fostering should be concerned in web-based setting. Further more, group learning organization in collaborative learning process is more concerned in classroom setting and effective collaborative learning process is emphasized and the group learning process is the same situation in web setting.A web-based collaborative learning theory framework is posted in terms of the study for fundamental collaborative learning theory system, development theory of web-based setting collaborative learning system, and factor analysis for classroom-based and web-based collaborative learning. Individualization, social collaboration, and knowledge construction is described from macro-level in this theory framework and a three-dimension model of 'individualization, social collaboration, and knowledge construction' is formed. The relationship among these three dimensions is direct proportion in terms of this theory framework, which it can be utilized to face to face setting (classroom-based) and five basic components of collaborative learning which is described by Johnsons (Johnson, & Johnson, 1999) can be involved into this model. Peer model are the foundation and core to construct the intelligent collaborative learning system dm:to it is the representative of the theory, strategy, and method of how to simulate to acclimate learner. A cognitive-student-model-based buggy model was built in this thesis which learner's knowledge level and learning status...