To Tutor the Tutor: Adaptive Domain Support for Peer Tutoring

Walker, Erin; Rummel, Nikol; Koedinger, Kenneth R.

doi:10.1007/978-3-540-69132-7_65

Cited by 12 publications

(8 citation statements)

References 13 publications

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“…How can the need for support be diagnosed in real time? Such questions are in the center of interest in current research endeavors in CSCL (e.g., Gweon et al 2006;Soller et al 2005;Walker et al 2008). However, while interest in adaptive support for collaborative learning is on the rise, little progress has yet been made on its implementation.…”

Section: Discussionmentioning

confidence: 95%

Learning to collaborate while being scripted or by observing a model

Rummel

Spada

Hauser

2008

Computer Supported Learning

Self Cite

104

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In an earlier study, we had tested if observing a collaboration model, or alternatively, following a collaboration script could improve students' subsequent collaboration in a computer-mediated setting and promote their knowledge of good collaboration. Both model and script showed positive effects. The current study was designed to further probe the effects of model and script by comparing them to conditions in which the learning was supported by providing elaboration support (instructional prompts and a reflective self-explanation phase). In addition, we applied a newly developed, innovative rating scheme to analyze the collaborative process: The rating scheme combines qualitative evaluation with quantitative assessment. Forty dyads were tested, eight in each of the following conditions: model plus elaboration, model, script plus elaboration, script, and control. Observing a collaboration model with elaboration support yielded the best results over all other conditions on measures of the quality of collaborative process and on outcome variables. Model without elaboration was second best. The results for the script conditions were mixed; on some variables, even below those of the control condition. The results of the current study lead us to challenge the positive view on collaboration scripts prevalent in CSCL research. We propose adaptive scripting as a possible solution.

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Section: Discussionmentioning

confidence: 95%

Learning to collaborate while being scripted or by observing a model

Rummel

Spada

Hauser

2008

Computer Supported Learning

Self Cite

104

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“…The current study investigated the tutor learning effect in algebra equation solving that has more procedural skills involved in nature. Notably, Walker et al [11] found no significant benefit of peer tutoring (within students alternating between tutoring and being tutoring) over being tutored in a procedural domain. The presence of the ATI suggests that there might be more requirements for prior knowledge when teaching procedural skills than when teaching declarative knowledge.…”

Section: Discussionmentioning

confidence: 99%

Learning by Teaching SimStudent – An Initial Classroom Baseline Study Comparing with Cognitive Tutor

Matsuda

Yarzebinski

Keiser

et al. 2011

Lecture Notes in Computer Science

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This paper describes an application of a machine-learning agent, SimStudent, as a teachable peer learner that allows a student to learn by teaching. SimStudent has been integrated into APLUS (Artificial Peer Learning environment Using SimStudent), an on-line game-like learning environment. The first classroom study was conducted in local public high schools to test the effectiveness of APLUS for learning linear algebra equations. In the study, learning by teaching (i.e., APLUS) was compared with learning by tutored-problem solving (i.e., Cognitive Tutor). The results show that the prior knowledge has a strong influence on tutor learning -for students with insufficient training on the target problems, learning by teaching may have limited benefits compared to learning by tutored problem solving. It was also found that students often use inappropriate problems to tutor SimStudent that did not effectively facilitate the tutor learning.

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“…Certified learners can be invited to be mentors, helping instructors out with answering questions, giving tips, even sharing own struggles while studying the course. Research have shown that the act of tutoring others will boost learners' conceptual elaboration, enhancing the transferability of acquired knowledge [22].…”

Section: A Create a Stronger Sense Of Communitymentioning

confidence: 99%

Certified ethical hacker v.10 online course

2019

Proceedings of the 10th International Conference on E-Education, E-Business, E-Management and E-Learning

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CEH v.10 Certification Self-study Course is an online course preparing learners for one of the most prestige cyber security certifications in the world -the Certified Ethical Hacker (CEH) v.10 Certification. Due to a pay wall and the practical rather than theoretical nature, most researchers have limited exposure to this course. For the first time, this paper will analyze the course's instructional design based on the highest national standards and related peer-reviewed published research works. The sole intention is to push the course to a higher ground, making it the best online course for cyber security. More importantly, the paper's instructional design evaluation strategy can well be extended and applied to any other online course' instructional design review and/or evaluation process.

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To Tutor the Tutor: Adaptive Domain Support for Peer Tutoring

Cited by 12 publications

References 13 publications

Learning to collaborate while being scripted or by observing a model

Learning to collaborate while being scripted or by observing a model

Learning by Teaching SimStudent – An Initial Classroom Baseline Study Comparing with Cognitive Tutor

Certified ethical hacker v.10 online course

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