A Research-Oriented Architecture for Providing Adaptive Collaborative Learning Support

Over the past 30 years there has been an evolution in research on how students learn by collaborating, depicted in Figure 1 (Dillenbourg, Baker, Blaye, & O’Malley, 1995). Early work compared the effects of collaborative and individual learning, or looked at how the conditions of collaboration related to learning and attitudinal outcomes (see Slavin, 1996, for a review)