Claims

An empirical qualitative study of paired distance collaboration informed the design of LeCS

Claim · All claims
Evidence · 1 study · qualitative r? · q2
Currency · newest study 2004 · checked against its sources 2026-10-28 (automated, 1 of 1 entry) · not reviewed by a person

Subclaims

Reading the evidence codes

q is the design tier, i the impact, n the sample, and the kind with its r the rigour judged within that kind: what each code means.

This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.

q2 i? The results of an empirical qualitative study simulating distance collaboration had implications that informed the design of the LeCS system. → Marta C. Rosatelli 2004

Evidence

Marta C. Rosatelli 2004

Marta C. Rosatelli, John Self. (2004). A Collaborative Case Study System For Distance Learning. International Journal of Artificial Intelligence in Education, 14, pp.97-125. https://telearn.hal.science/hal-00197307

q2 · i? · qualitative · r?

An empirical qualitative study in which "a pair of subjects at a distance are provided with a collaborative learning environment and required to collaborate in order to solve a case study." Its results informed the design of LeCS; no effect sizes are reported in the available text.

"The results of this empirical qualitative study have implications that informed the design of a system: LeCS (Learning from Case Studies)."

Discussion

Page metadata
Field Value
type claim
id empirical-qualitative-study-informed-lecs-design
title An empirical qualitative study of paired distance collaboration informed the design of LeCS
description An empirical qualitative study of paired distance collaboration informed the design of LeCS
status review
evidence_strength weak
newest_evidence 2004
source_checked 2026-10-28
generated by process:wiki-ingest on 2026-10-28
trust unverified — no one has confirmed this page's content
sources 1 — marta-c-rosatelli-2004

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