This paper presents the main findings, and lessons learned, from introducing a synchronous peer collaboration activity in a distance learning computer science course. Synergo, a software that supports such an approach, was used in this activity. The organizational, technical, and academic challenges of introducing this activity in the course are discussed. After analyzing the students' interaction and their opinions, and evaluating the final results, it was found that this activity was received positively by the group of students concerned, who engaged in peer tutoring and used this as an opportunity to break the isolation of the distance learning setting and to forge links with each other.

In this article we discuss key requirements for collecting behavioural data concerning technology-supported collaborative learning activities. It is argued that the common practice of analysis of computer generated logfiles of user interactions with software tools is not enough for building a thorough view of the activity. Instead more contextual information is needed to be captured in multiple media like video, audio files, snapshots, etc, in order to re-construct the learning process. A software environment (Collaborative Analysis Tool ColAT) that supports inter-relation of such resources in order to analyse the collected evidence and produce interpretative views of the activity is described. Collection of usage data by registering users' operations in the form of logfiles has become mundane during technology-supported learning activities these days. Many researchers assume that learning and cognitive processes can, in principle, be inferred from studying and analysing this recorded behaviour (Hulshof, 2004). Logfile analysis can be used when the purpose is to infer the cognitive processes and social behaviour of persons who interact with software tools. Subsequently, analysis can be performed in a number of ways, for example by examining the frequency with which different operations are carried out or by focusing on the sequence in which operations occur. Analysis of a learning activity is important for understanding the complex process involved, improve effectiveness of collaborative learning approaches and can be used as a reflection-support mechanism for the actors involved.

Design and development of computer-supported collaborative learning systems is a complicated technological endeavour, as it involves tackling difficult distributed software design issues and adaptation to the continuously shifting technological background. This paper proposes a framework for the development of Computer Supported Collaborative Learning (CSCL) applications. The pedagogical value of the proposed framework is based on the fact that it allows the initiation of collaborative sessions with diverse settings, regarding the group size, floor control, and level of peer awareness, thus facilitating teachers to design a variety of collaborative learning activities. Various evaluation studies have been performed using applications built according to the proposed framework, and the obtained results are described.

During computer-mediated synchronous collaboration there is need for supporting reflection of the partners involved. In this paper we study techniques for determining the state of an evolving collaborative process, while the activity is in progress, making the users aware of this state. For this reason, a State of Collaboration (SoC) indicator has been defined, which is calculated using a combination of machine-learning and statistical techniques. Subse-quently a study was performed during which SoC was presented to a number of groups of collaborating partners engaged in problem-solving activities. It was found that this group awareness mechanism influenced in a significant way the behavior of the groups in which it was used. This study has wider implications to the design of groupware and in particular towards gaining an insight into the effect of group awareness mechanisms on computer-mediated collaborative learning.

Collaborative interaction analysis involves quantitative and qualitative techniques of coding and interpreting recorded group activities, mostly used by researchers of computer supported collaborative learning (CSCL). These techniques are usually tedious and necessitate specialized knowledge, so they are not suitable for everyday class practice. A hypothesis investigated in this paper is that such methods in a simplified version, if supported by adequate tools may be useful in design, implementation and evaluation of collaborative activities by teachers. The Synergo interaction analysis tool is proposed for such use and an example of collaborative problem solving activity analysis by teachers during a collaborative activity is discussed as evidence of the effectiveness of this proposal

In this paper we discuss key requirements for collecting behavioral data concerning technology supported learning activities. It is argued that the common practice of collecting machine generated logfiles of user actions is not enough for building a thorough view of the activity. Instead more contextual information is needed to be captured in heterogeneous media like video, audio files, snapshots, etc in order to re-construct the learning process. A software environment (Collaborative Analysis Tool ColAT) that supports inter-relation of such resources in order to analyse the collected evidence and produce interpretative views of the activity is described.

This paper presents Synergo, a collaboration support environment that monitors the activity and permits visualization of various quantitative parameters, like density of interaction, symmetry of the activity, degree of collaboration etc, particularly useful for understanding the mechanics of collaboration. Synergo has been proposed as a testbed for analysis of small-group model-building synchronous interaction.

This paper provides an overview of a method and tool that have been used for studying interaction in the frame of synchronous collaborative problem solving activities. This method is based on the "Object-oriented Collaboration Analysis Framework (OCAF)", a framework that puts emphasis on the abstract and tangible objects that appear on the mediating computer screen during problem solving. The notions of the "objects' histories and ownership" are introduced in this analytical framework. In the paper we put special emphasis on a tool that has been recently developed to support this framework, together with extracts of studies that have been undertaken, during which OCAF has been effectively used.

ModellingSpace is a learning environment that allows collaboration of partners, collocated or at a distance in various educational settings. This paper describes the main features of the architecture of the ModellingSpace environment and in particular issues related with coordination and communication during problem solving. The results of an evaluation study of ModellingSpace, which has been recently contacted in order to examine the effect of various levels of locking of objects in the shared activity space are also reported here. Through this study, the effectiveness and the limitations of the proposed architecture are identified and discussed.

In reported studies of synchronous collaborative problem solving activities, so far, there are usually groups of two partners involved. In this paper, we focus on groups of larger sizes and study through an authentic educational activity the effect of group size on group performance and patterns of interaction. It has been found that it is possible to design learning activities with group sizes greater than two and that the group size affects performance and interaction. It was discovered that group skill balance in particular is an important aspect in this context. Therefore, the designer of such activities should design carefully the activity in order to get most benefits from the collaborative setting.

The Algorithm is a fundamental concept for teaching Computer Science in Secondary Education. There are verbal (pseudocode) and graphic (flowchart) representations of algorithms that can be used in the process. Teaching algorithms through peer collaboration is a new approach that needs investigation. The main objective of this paper is to present a case study of computer-assisted collaborative algorithm teaching in an authentic secondary school environment. In the context of this study, activities concerning algorithms exploitation and building, using a flowchart representation were designed for fifteen-year old students. These activities engaged a prototype computer-based collaborative learning environment, Synergo, which has been adapted especially for this study. Interesting findings of this study concern the learning impact of this didactic approach and suggestions on its effective use.

This paper provides an overview of the "Object-oriented Collaboration Analysis Framework (OCAF)" a method proposed for analysis and evaluation of collaborative problem solving activities of groups of actors, mediated by collaboration-support technology. This framework puts emphasis on the abstract and tangible objects that appear during the development of a solution to a given problem. The notions of the "objects' histories" and "objects' ownership" are introduced by this analytical framework. In the paper tools that have been developed to support this framework are described, together with extracts of studies that have been undertaken, during which OCAF has been effectively used.

This paper describes our experience with introduction of synchronous collaborative problem solving activities in the frame of a distance learning computer science undergraduate course of the Hellenic Open University (HOU). Groups of students worked collaboratively at a distance in order to build a flowchart of an algorithm to a given problem. The technological and organization issues involved, the first findings of analysis of peer student interaction during this study, as well as some general implications for distance education are discussed.

Studies of collaborative learning activities often involve analyses of dialogue and interaction as well as analyses of tasks and actors' roles through ethnographic and other field experiments. Adequate analysis tools can facilitate these studies. In this paper, we discuss key requirements of interaction and collaboration analysis tools. We indicate how these requirements lead to the design of new analysis environments. These environments support annotation and analysis of various kinds of collected data in order to study collaborative learning activities. An important characteristic of these tools is their support for a structure of annotations of various levels of abstraction, through which an activity can be interpreted and presented. This can serve as a tool for reflection and interpretation as well as for facilitation of research in collaborative learning.

Monitoring and analysis of activities of small groups of students - collocated or at a distance- engaged in synchronous collaborative problem solving activity is the subject of this paper. This is discussed in the frame of Synergo, a new synchronous collaboration support environment that monitors the activity and permits visualization of various quantitative parameters, like density of interaction, symmetry of partners’ activity, degree of collaboration etc, particularly useful for understanding the mechanics of collaboration. Synergo has been used for synchronous building of flow charts, concept maps, entity-relation diagrams and other semantic modeling activities by small groups of students and has been proposed as a testbed for micro-analysis of small scale interaction in order to gain an insight in collaborative learning.

It is believed that computer-supported collaboration at a distance can stimulate learning. An innovative environment that permits real-time collaborative problem solving is described. In particular we study the effect of two alternative coordination mechanisms on the problem solving activity of pairs of students engaged in concept map building. The first mechanism imposes locking of the shared activity board for one student at a time, while the second mechanism allows access of all group members to the shared activity board in a contemporary way. The reported findings are of interest to researchers and practitioners who are involved in the design and study of real-time collaborative learning environments.

An increasing amount of data is collected today during studies in which students and educators are engaged in learning activities using information technology and other tools. These data are indispensable for analysis and evaluation of learning activities, for evaluation of new tools and for students’ meta-cognitive activities. The data can take various forms, including video and audio recordings, log files of computing-related activity, field notes, results of students work in electronic or other forms, activity sheets etc. The need for analysis tools, which can annotate these data, classify them, process them and facilitate their inspection, is of increased importance especially for science education, since the latter involves experimentation and use of laboratory and other equipment that necessitate thorough off-line analysis and evaluation. In this paper we discuss first the key requirements of a new generation of interaction and collaboration analysis tools. We then present how these requirements have lead to the design of a prototype tool, recently developed. This tool can relate and synchronize various streams of field data. An important characteristic of the tool is its support for a multi-layer structure of annotations of various levels of abstraction, through which the activity can be interpreted and presented. This multi-layer representation can be inter-related to the raw field data, and can drive the navigation of the researcher in the activity data. An example of use of this tool for analysis and evaluation of a collaborative problem solving activity is also included.

In this paper an overview of some key issues of computer-support for real-time collaborative problem solving in the context of Open and Distance Learning (ODL) is attempted. Aspects of the synchronous collaboration-support environment Modelling Space are described. This environment has been recently used in a number of empirical studies involving collaborative problem solving. From these studies it has been found that the representational and operation tools of the ModellingSpace common activity space influence considerably interaction and communication. Also the coordination mechanism used was found that affects problem solving and collaboration. This environment is proposed here as a tool that can be effectively integrated as a service to the students of ODL courses, in addition to more traditional asynchronous collaboration tools, improving community building.

The need for peer-to-peer collaboration over the Internet is increasing nowadays. There are many factors that make this task particularly difficult. Software designers and developers often come across the challenge of overcoming the raising technical and organizational problems. These problems include mostly the limited bandwidth of networks especially of dialup connections, but also the presence of firewalls and proxy servers in intranets that inhibit peer-to- peer communication. A flexible architecture needs to be defined that overcomes these problems and permits a smooth collaborative environment that would satisfy the needs of end users. This paper describes a study on these problems and provides solutions accordingly by defining the architecture of a peer-to-peer collaborative system developed and used for real-time collaborative modelling activities.