Assessing Group Composition in e-learning According to Vygotskij’s Zone of Proximal Development
In this paper we build on previous work exploring a formal way to assess the composition of learning groups. We start from our existing framework, designed to provide support to personalization in e-learning environments, comprising an implementation of the Vygotskij Theory of proximal development. In such theory, effective individual learning achievements can be only obtained within the boundaries of a cognitive zone where the learner can proceed without frustration, though with support from teacher and peers. In this endeavor, the individual development cannot disregard social-collaborative educational activities. Previously we gave operative definitions of the Zone of Proximal Development for both single learners and groups; here we aim at assessing the viability of a partition of students in groups over a common task.
KeywordsIndividual Zone of Proximal Development Group Zone of Proximal development Personalized learning path Social collaborative e-learning
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