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. © 2014 Springer International Publishing.
CITATION STYLE
De Marsico, M., Sterbini, A., & Temperini, M. (2014). Assessing group composition in e-learning according to Vygotskij’s zone of proximal development. In Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics) (Vol. 8514 LNCS, pp. 277–288). Springer Verlag. https://doi.org/10.1007/978-3-319-07440-5_26
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