Supporting adaptive mentor by student preference within context of problem-solving learning
Supporting adaptive mentor by student preference within context of problem-solving learning
复制标题
在解决问题的学习背景下，根据学生的偏好支持适应性导师
DOI：
10.1109/icalt.2004.1357658
复制
发表时间：
2004
期刊：
影响因子：
--
通讯作者：
Gwo
中科院分区：
文献类型：
--
作者：
Fu;Liang;Gwo
知识可以在寻求理解和应用概念的人之间的积极对话中创造出来。大多数基于网络的学习系统都提供了一个论坛来创造知识。然而，论坛帖子与学习活动的背景是分开的。在张贴之前，学生必须手动重建其问题的上下文。学生们还评论说，他们在解释发布的问题的答案时遇到了困难。本文提出了一个在线电子书注释界面，使学生能够直接发布问题，并在阅读电子书时遇到问题的地方和上下文中得到及时的适应性辅导，并使用主播访问论坛中的讨论。并且，根据学生的偏好和知识水平，提供导师推荐器来推荐合适的有能力的同龄人来回答所发布的问题。实验结果表明，讨论显著增加，约80%的学生表示他们从适应性同伴帮助中受益匪浅。
Knowledge can be created in an active dialogue among those who seek to understand and apply concepts. Most of Web-based learning systems provide a discussion forum to create knowledge. However, discussion forum posts are separated from the context of the learning activities. Students must manually rebuild the context of their questions before posting. Students also commented that they had problems interpreting the answers to the questions posted. This paper proposes an online e-book annotation interface that enables students to post a question directly and receive timely adaptive mentoring in the place and context where question encountered in reading e-book, and to use anchors to access discussions in a forum. And, a mentor recommender, based on the preference and knowledge level of the students, is provided to recommend appropriate capable peers to answer the issued questions. The experiment results showed that the discussions were increased significantly, and about 80% of students indicated that they benefited greatly by adaptive peer help.