Modeling Learners’ Cognitive, Affective, and Social Processes through Language and Discourse

Abstract

There is an emerging trend toward computer-mediated collaborative learning environments that promote lively exchanges between learners in order to facilitate learning. Discourse can play an important role in enhancing epistemology, pedagogy, and assessments in these environments. In this paper we highlight some of our recent work showing the advantages using theoretically grounded automated linguistics tools to identify pedagogically valuable discourse features that can be applied in collaborative learning, intelligent tutoring systems (ITS), computer-mediated collaborative learning (CMCL), and MOOC environments.