Weitere Artikel dieser Ausgabe durch Wischen aufrufen
Adaptive collaborative learning support systems analyze student collaboration as it occurs and provide targeted assistance to the collaborators. Too little is known about how to design adaptive support to have a positive effect on interaction and learning. We investigated this problem in a reciprocal peer tutoring scenario, where two students take turns tutoring each other, so that both may benefit from giving help. We used a social design process to generate three principles for adaptive collaboration assistance. Following these principles, we designed adaptive assistance for improving peer tutor help-giving, and deployed it in a classroom, comparing it to traditional fixed support. We found that the assistance improved the conceptual content of help and the use of interface features. We qualitatively examined how each design principle contributed to the effect, finding that peer tutors responded best to assistance that made them feel accountable for help they gave.
Bitte loggen Sie sich ein, um Zugang zu diesem Inhalt zu erhalten
Sie möchten Zugang zu diesem Inhalt erhalten? Dann informieren Sie sich jetzt über unsere Produkte:
Baghaei, N., Mitrovic, A., & Irwin, W. (2007). Supporting collaborative learning and problem solving in a constraint-based CSCL environment for UML class diagrams. International Journal of Computer-Supported Collaborative Learning, 2(2–3), 159–190. CrossRef
Barab, S., & Squire, K. (2004). Design-based research: Putting a stake in the ground. Journal of the Learning Sciences, 13(1), 1–14. CrossRef
Bernsen, N., Dybkjær, H., & Dybkjær, L. (1997). What should your speech system say? Computer, 30(12), 25–31. Dec. 1997. CrossRef
Beyer, H., & Holtzblatt K. (1997). Contextual Design: A Customer-Centered Approach to Systems Designs. Academic Press.
Booth, J. L., & Koedinger, K. R. (2008). Key misconceptions in algebraic problem solving. In B. C. Love, K. McRae, & V. M. Sloutsky (Eds.), Proceedings of the 30th Annual Conference of the Cognitive Science Society (pp. 571–576). Austin: Cognitive Science Society.
Brusilovsky, P. (2001). Adaptive hypermedia. User Modeling and User-Adapted Interaction, 11(1/2), 111–127. CrossRef
Brydon-Milier, M., Greenwood, D., & Maguire, P. (2003). Why action research? Action Research, 1(1), 9–28. CrossRef
Chan, T. W., & Chou, C.-Y. (1997). Exploring the design of computer supports for reciprocal tutoring. International Journal of Artificial Intelligence in Education, 8(1), 1–29.
Chaudhuri, S., Kumar, R., Howley, I., & Rosè, C. P. (2009). Engaging collaborative learners with helping agents. In V. Dimitrova, R. Mizoguchi, B. du Bulay, & A. Graesser (Eds.), Proceedings of the 14th Intl. Conf. on Artificial Intelligence in Education (AIED 2009) (pp. 365–372). Amsterdam: Ios Press.
Chi, M. T. H., DeLeeuw, N., Chiu, M.-H., & LaVancher, C. (1994). Eliciting self-explanations improves understanding. Cognitive Science, 18, 439–477.
Collins, A. (1999). The changing infrastructure of education research. In E. C. Lagemann & L. S. Shulman (Eds.), Issues in education research: Problems and possibilities (pp. 289–298). San Francisco: Jossey-Bass Publishers.
Constantino-Gonzalez, M., Suthers, D. D., & de los Santos, J. G. (2003). Coaching Web-based collaborative learning based on problem solution differences and participation . International Journal of Artificial Intelligence In Education, 13, 2–4 (Apr. 2003), 263–299.
Corbett, A. T., & Anderson, J. R. (1995). Knowledge tracing: Modeling the acquisition of procedural knowledge. User Modeling and User-Adapted Interaction, 4, 253–278. CrossRef
Davidoff, S., Lee, M.K., Dey, A.K., & Zimmerman, J. (2007). Rapidly exploring application design through speed dating. In J. Krumm, G. D. Abowd, A. Seneviratrne, & T. Strang (Eds.), UbiComp 2007: Ubiquitous Computing. Proceedings of the 9th International Conference, UbiComp 2007, Innsbruck, Austria, September 16–19, 2007 (pp. 429–446). Germany: Springer-Verlag.
Dillenbourg, P., & Jermann, P. (2007). Designing integrative scripts. In F. Fischer, H. Mandl, J. Haake & I. Kollar (Eds.), Scripting computer-supported communication of knowledge - cognitive, computational and educational perspectives (pp. 275–301). New York: Springer.
Fantuzzo, J. W., Riggio, R. E., Connelly, S., & Dimeff, L. A. (1989). Effects of reciprocal peer tutoring on academic achievement and psychological adjustment: A component analysis. Journal of Educational Psychology, 81(2), 173–177. CrossRef
Fischer, F., Mandl, H., Haake, J., & Kollar, I. (2007). Scripting computer-supported collaborative learning—cognitive, computational, and educational perspectives. Computer-supported collaborative learning series. New York: Springer.
Fuchs, L., Fuchs, D., Hamlett, C., Phillips, N., Karns, K., & Dutka, S. (1997). Enhancing students’ helping behavior during peer-mediated instruction with conceptual mathematical explanations. The Elementary School Journal, 97(3), 223–249. CrossRef
Hmelo-Silver, C. E. (2004). Problem-based learning: What and how do students learn? Educational Psychology Review, 16(3), 235–266. CrossRef
Israel, J., & Aiken, R. (2007). Supporting collaborative learning with an intelligent web-based system. International Journal of Artificial Intelligence in Education, 17, 340.
Johnson, D. W., & Johnson, R. T. (1990). Cooperative learning and achievement. In S. Sharan (Ed.), Cooperative learning: Theory and Research (pp. 23–37). NY: Praeger.
King, A., Staffieri, A., & Adelgais, A. (1998). Mutual peer tutoring: Effects of structuring tutorial interaction to scaffold peer learning. Journal of Educational Psychology, 90, 134–152. CrossRef
Koedinger, K., Anderson, J., Hadley, W., & Mark, M. (1997). Intelligent tutoring goes to school in the big city. International Journal of Artificial Intelligence in Education, 8, 30–43.
Koedinger, K. R., Aleven, V., Roll, I., & Baker, R. (2009). In vivo experiments on whether supporting metacognition in intelligent tutoring systems yields robust learning. In D. J. Hacker, J. Dunlosky, & A. C. Graesser (Eds.), Handbook of Metacognition in Education (pp. 897–964). The Educational Psychology Series. New York: Routledge.
Kollar, I., Fischer, F., & Hesse, F. W. (2006). Collaboration scripts—A conceptual analysis. Educational Psychology Review, 18(2), 159–185. CrossRef
Kollar, I., Fischer, F., & Slotta, J. D. (2005). Internal and external collaboration scripts in web-based science learning at schools. In T. Koschmann, D. Suthers, & T.-W. Chan (Eds.), Proceedings of the International Conference on Computer Support for Collaborative Learning 2005 (pp. 331–340). Mahwah: Lawrence Erlbaum Associates.
Kumar, R., Rosé, C. P., Wang, Y. C., Joshi, M., & Robinson, A. (2007). Tutorial dialogue as adaptive collaborative learning support. In R. Luckin, K. R. Koedinger, & Greer J. (Eds.), Proceedings of Artificial Intelligence in Education (pp. 383–390). IOS Press.
Kumar, R., Ai, H., Beuth, J. L., & Rosé, C. P. (2010). Socially-capable conversational tutors can be effective in collaborative-learning situations. Pittsburgh: Intl. Conf. on Intelligent Tutoring Systems.
Lazonder, A. W., Wilhelm, P., & Ootes, S. A. W. (2003). Using sentence openers to foster student interaction in computer-mediated learning environments. Computers and Education, 41, 291–308. CrossRef
Leelawong, K., & Biswas, G. (2008). Designing learning by teaching agents: The Bettys Brain System. International Journal of Artificial Intelligence in Education, 18(3), 181208.
Lou, Y., Abrami, P. C., & d’Apollonia, S. (2001). Small group and individual learning with technology: A meta-analysis. Review of Educational Research, 71(3), 449–521. CrossRef
McNamara, D. S., O’Reilly, T., Rowe, M., Boonthum, C., & Levinstein, I. B. (2007). iSTART: A web-based tutor that teaches self-explanation and metacognitive reading strategies. In D. S. McNamara (Ed.), Reading Comprehension Strategies: Theories, Interventions, and Technologies (pp. 397–421). Mahwah: Erlbaum.
Michaels, S., O’Connor, C., & Resnick, L. B. (2008). Deliberative discourse idealized and realized: Accountable talk in the classroom and in civic life. Studies in the Philosophy of Education, 27(4), 283–297. CrossRef
Nicol, D. J., & Macfarlane-Dick, D. (2006). Formative assessment and self-regulated learning: A model and seven principles of good feedback practice. Studies in Higher Education, 31(2), 199–218. CrossRef
Palincsar, A. S., & Brown, A. L. (1984). Reciprocal teaching of comprehension-fostering and comprehension-monitoring activities. Cognition and Instruction, 2, 117–175.
Ploetzner, R., Dillenbourg, P., Preier, M., & Traum, D. (1999). Learning by explaining to oneself and to others. In P. Dillenbourg (Ed.), Collaborative Learning: Cognitive and Computational Approaches (pp. 103 – 121). Elsevier Science Publishers.
Prichard, J. S., Stratford, R. J., & Bizo, L. A. (2006). Team-skills training enhances collaborative learning. Learning and Instruction, 16(3), 256–265. CrossRef
Ritter, S., Blessing, S. B., & Hadley, W. S. (2002). SBIR Phase I Final Report 2002. Department of Education. Department of Education RFP ED: 84-305 S.
Robinson, D. R., Schofield, J. W., & Steers-Wentzell, K. L. (2005). Peer and cross-age tutoring in math: Outcomes and their design implications. Educational Psychology, 17, 327–361. CrossRef
Roscoe, R. D., & Chi, M. (2007). Understanding tutor learning: Knowledge-building and knowledge-telling in peer tutors’ explanations and questions. Review of Educational Research., 77(4), 534–574. CrossRef
Rosé, C. P., & Torrey, C. (2005). Interactivity versus expectation: Eliciting learning oriented behavior with tutorial dialogue systems. In Proceedings of Interact, Springer Press.
Rosé, C., Wang, Y.-C., Cui, Y., Arguello, J., Stegmann, K., Weinberger, A., et al. (2008). Analyzing collaborative learning processes automatically: Exploiting the advances of computational linguistics in computer-supported collaborative learning. International journal of computer-supported collaborative learning, 3(3), 237–271. doi: 10.1007/s11412-007-9034-0. CrossRef
Rummel, N., & Weinberger, A. (2008). New challenges in CSCL: Towards adaptive script support. In G. Kanselaar, Jonker, V., Kirschner, P.A., & Prins, F. (Eds.), Proceedings of the Eighth International Conference of the Learning Sciences (ICLS 2008), Vol 3 (pp. 338–345). International Society of the Learning Sciences
Saab, N., Van Joolingen, W. R., & Van Hout-Wolters, B. (2007). Supporting communication in a collaborative discovery learning environment: The effect of instruction. Instructional Science, 35, 73–98. CrossRef
Schoenfeld, A. H. (1992). Learning to think mathematically: Problem-solving, metacognition, and sense making in mathematics. In D. Grouws (Ed.), Handbook for research on mathematics teaching and learning (pp. 334–370). New York: Macmillan.
Soller, A., Jermann, P., Mühlenbrock, M., & Martinez, A. (2005). From mirroring to guiding: A review of state of the art technology for supporting collaborative learning. International Journal of Artificial Intelligence in Education, 15(4), 261–290.
Stahl, G. (2000). A model of collaborative knowledge building. In B. Fishman & S. O'Connor-Divelbiss (Eds.), Fourth international conference of the learning sciences (pp. 70–77). Mahwah: Erlbaum.
Stahl, G. (2009). Social practices of group cognition in virtual math teams. In S. Ludvigsen, Lund, A., & Säljö, R. (Eds.), Learning in social practices. ICT and new artifacts: Transformation of social and cultural practices. Pergamon.
Van den Bossche, P., Gijselaers, W., Segers, M., & Kirschner, P. (2006). Social and cognitive factors driving teamwork in collaborative learning environments. Small Group Research, 37, 490–521. CrossRef
VanLehn, K., Siler, S., Murray, C., Yamauchi, T., & Baggett, W. (2003). Why do only some events cause learning during human tutoring? Cognition and Instruction, 21(3), 209–249. CrossRef
Walker, E., Rummel, N., & Koedinger, K. R. (2009). Integrating collaboration and intelligent tutoring data in the evaluation of a reciprocal peer tutoring environment. Research and Practice in Technology Enhanced Learning, 4(3), 221–251. CrossRef
Webb, N. M. (1989). Peer interaction and learning in small groups. International Journal of Educational Research, 13, 21–40. CrossRef
Webb, N. M., & Mastergeorge, A. (2003). Promoting effective helping behavior in peer directed groups. International Journal of Educational Research, 39, 73–97. CrossRef
Weinberger, A., Ertl, B., Fischer, F., & Mandl, H. (2005). Epistemic and social scripts in computer-supported collaborative learning. Instructional Science, 33(1), 1–30. CrossRef
- Designing automated adaptive support to improve student helping behaviors in a peer tutoring activity
Kenneth R. Koedinger
- Springer US
- International Journal of Computer-Supported Collaborative Learning
An Official Publication of the International Society of the Learning Sciences
Print ISSN: 1556-1607
Elektronische ISSN: 1556-1615
Neuer Inhalt/© ITandMEDIA, Best Practices für die Mitarbeiter-Partizipation in der Produktentwicklung/© astrosystem | stock.adobe.com