Abstract
The development of e-learning systems has started a revolution for instructional content delivering, learning activities, and social communication. Although the benefits of e-learning have been discussed in various previous studies; it is a critical issue of better understanding the reasons why some learners are isolated during the e-learning experience. This paper proposes a multi-dimensional model on tracking interactions between learners via four dimensions: (1) an affective, (2) a participative, (3) an interactive and (4) a technical one. Tracking course learner’s behaviour within the learning environment can provide the tutor a large set of indicators. The main objective of this study is to provide the tutor the opportunity to rebuild the working groups based on theses different indicators. The analytical results strongly support the appropriateness of the proposed model through tutor's satisfaction. The findings of an empirical study of 12 work‐based teams are discussed.
Highlights
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Summary
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