Title: Monitoring students’ collaboration in computer-mediated collaborative problem-solving: Applied feedback approaches

The research describes a methodology for applying designand management-based scaffolding techniques aimed to enhance cooperative behaviour. Based on assumptions of how successful online learning groups act together we developed feedback-based mechanisms that aimed at contributing to group functions of well-being, member support, and productive learning outcomes. The collaborative online learning environments were enriched by functions such as tracking, analyzing, and feeding back parameters of participation, collaboration, motivation, and emotional state to group members. Two studies were conducted to analyze effects of these mechanisms. In the first study, we showed advantages of feedback on processes of group well-being, parameters of participation and interaction. In the second study, we combined feedback approach for monitoring and fostering collaborative behaviour with a design-based approach using distributed learning resources. Results suggest that by distributing learning material collaboration can be positively influenced. However, this intervention had no substantial effect on cognitive outcomes or group climate. In addition, monitoring students’ interactions and providing feedback on collaboration triggered collaborative behaviour, facilitated problem-solving processes, and enhanced group climate. . Introduction Current research on Computer-supported Collaborative Learning CSCL has shown that there is a need of fostering and enhancing students’ collaboration in network-based learning scenarios (Koschmann, Suthers & Chan, 2005). Several methods for supporting computer-mediated