Chapter 1 Introduction
1.1 Research Background
1.2 Purpose of this Study
1.3 Book Overview
Chapter 2 Theoretical Foundation of this Study
2.1 Social Constructivism Theory
2.2 Social Information Processing Theory
2.3 Activity Theory
Chapter 3 The e-Learning Context
3.1 Two Concepts
3.1.1 Context
3.1.2 e-Learning
3.2 Framework Description of the e-Learning Context
3.2.1 Key Elements in e-Learning
3.2.2 Learning Process based on Knowledge Transfer
3.2.3 Knowledge Goals of e-Learning
3.3 Knowledge Context
3.4 Social Context
3.5 Technical Context
3.6 Mediator： Activity Context
3.7 Modeling Knowledge, Social, Technical Contexts
Chapter 4 Peer Interaction in the e-Learning Context
4.1 Interaction
4.2 Peer Interaction
4.3 Computer-Mediated Communication
4.4 Computer-supported Collaborative Learning
4.5 Virtual Learning Community
4.6 Support Potential Online Peer Interaction
4.6.1 Knowledge Relevance
4.6.2 Social Proximity
4.6.3 Technical Mediation
4.7 Motivation and Engagement in Peer Interaction
Chapter 5 Three-dimensional Context-awareness Model for Peer Recommendation
5.1 Literatures on Awareness
5.1.1 The Concept of Awareness
5.1.2 Classifications of Awareness
5.1.3 Awareness Models
5.1.4 Awareness Technology
5.1.5 Knowledge Awareness
5.1.6 Context-awareness and its Applications
5.2 Three-dimensional Context-awareness Model for Peer Recommendation
5.2.1 CA to Knowledge Relevance
5.2.2 CA to Social Proximity
5.2.3 CA to Technical Access
5.3 A Case Study of Learners Percepti9ns toward the CA Model
5.3.1 Methodology
5.3.2 Results of Questionnaires
5.3.3 Findings
Chapter 6 Context-awareness Supported Peer Recommendation Mechanism based on Mining Activity Context
6.1 Literacy Review on Recommender Systems
6.1.1 Information Filtering
6.1.2 Content-based Approach for Recommendation
6.1.3 Collaborative Filtering Approach for Recommendation
6.1.4 SNA-based Approach for Recommendation
6.1.5 Cold-start Problem in Recommender Systems
6.1.6 Recommender System Assessment
6.2 Context Management
6.3 Activity Context
6.3.1 Classifications of Activity Contexts
6.3.2 Modeling Learning Activity Context
6.3.3 Content Analysis of Learning Activity
6.4 Framework Description of CA-supported Peer Recommendation Mechanism
6.5 User Modeling
6.6 Context Monitoring
6.7 Context Filtering
6.8 CA Visualization
6.8.1 Information Visualization
6.8.2 Social Visualization
6.8.3 CA Visualization
Chapter 7 A Case Study： PeerFinder
7.1 Social Media
7.2 Weblogs as the Test-bed
7.3 The Design Space for Helping Learners Find Suitable Helpers
7.4 System Configuration of PeerFinder
7.5 Learning Activity Contexts in Weblogs
7.6 Content Analysis in PeerFinder
7.7 Recommendation Flow of PeerFinder
7.8 Basis Strategies for Context Filtering in PeerFinder
7.9 Mining Technical Context
7.10 Indicators for CA Filtering
7.11 Computing the Similarity among Learners
Chapter 8 Discussions
8.1 The Extensibility and Flexibility of the CA Model
8.2 The Feasibility and Validity of the CA-supported Peer Recommendation Mechanism
8.3 More Than Peer Recommendation
8.3.1 Inspiration for the Construction of Learning Resources
8.3.2 Decreasing the Learning Curve of New Learners
8.3.3 Motivating Active and Potential Peer Interaction
8.3.4 Inspirations for the Cultivation and hnprovement of Online Learners Learning Ability
Chapter 9 Conclusions and Future Research
9.1 Conclusions
9.2 Future Research
Bibliography
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