Predictive knowledge modeling in collaborative inquiry learning scenarios

Abstract

The ongoing EU project Go-Lab provides a generalized interface and tool set to enable and structure learning activities with online laboratories. In this context, we have studied collaborative inquiry learning activities using various tools in blended learning scenarios. Former research indicates that the composition of heterogeneous vs. homogeneous groups in terms of student competencies or skills has an effect on the learning gain. This has been investigated using a theory-driven approach for predictive modeling based on Markov logic with data from a recent classroom study.