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1.
This study investigates the mechanisms of scaffolding in a synchronous network-based environment – the ‘collaborative virtual
workplace’. A theoretical ‘multi-actor’ scaffolding model was formulated. The study itself focused on the role and inter-relations
of verbal scaffolding by tutor and peers during a collaborative process of making decisions about environmental issues. The analysis drew on data from the decision-making
discussions of 31 groups – material that was saved automatically by the learning environment software. The age of the 62 students
ranged from 14 to 17. Discourse act categories were devised to describe the tutor’s and the students’ task-related, supportive
and social communicative acts. The scaffolding situation was characterized through a causal discourse act interaction approach.
Tutor and students appeared to be elaborating and replacing each other’s process scaffolding acts in the collaborative decision-making
situation. The influence of certain tutor’s and students’ inter-related scaffolding patterns on students’ decision-making
provided empirical support for the ‘multi-actor’ scaffolding model.
in final form: 12 May 2005 相似文献
2.
Ido Roll Vincent AlevenBruce M. McLaren Kenneth R. Koedinger 《Learning and Instruction》2011,21(2):267-280
The present research investigated whether immediate metacognitive feedback on students’ help-seeking errors can help students acquire better help-seeking skills. The Help Tutor, an intelligent tutor agent for help seeking, was integrated into a commercial tutoring system for geometry, the Geometry Cognitive Tutor. Study 1, with 58 students, found that the real-time assessment of students’ help-seeking behavior correlated with other independent measures of help seeking, and that the Help Tutor improved students’ help-seeking behavior while learning Geometry with the Geometry Cognitive Tutor. Study 2, with 67 students, evaluated more elaborated support that included, in addition to the Help Tutor, also help-seeking instruction and support for self-assessment. The study replicated the effect found in Study 1. It was also found that the improved help-seeking skills transferred to learning new domain-level content during the month following the intervention, while the help-seeking support was no longer in effect. Implications for metacognitive tutoring are discussed. 相似文献
3.
Discussion groups and their tutors: Relationships between tutor characteristics and tutor functioning 总被引：2，自引：1，他引：2
M. L. De Volder 《Higher Education》1982,11(3):269-271
Small group learning monitored by tutors is an essential ingredient of medical education at Limburg State University (The Netherlands). Tutor functioning was assessed by students by means of a questionnaire. Tutor functioning was found to be related to tutor expertise on subject matter discussed by the group, but not to tutor age or tutor experience. 相似文献
4.
This study considers the case of a tutor whose students repeatedly evidenced significantly superior critical thinking in summative
assessment. For the purpose of surfacing appropriate pedagogical action to promote critical thinking (Bassey, Case Study Research
in Educational Settings, 1999), the singularity of one tutor’s reported pedagogical practice was explored through focus-group discussion. Qualitative analysis
of the data, theoretically informed by phenomenography, suggested that the tutor’s reported practice, when compared with that
of two peers, revealed clear pedagogical intentions to be necessary for teaching critical thinking; and that these intentions
can be explained through the literatures on epistemic activity, metacognitive regulative behaviour and student-centred learning.
It is argued that a synthesised understanding of the literature that explores the nature and purpose of critical thinking
—as outlined in the first part of this paper—is a prerequisite for constructing domain-specific pedagogical intentions for
developing learners’ critical thinking, and that it is this extensive psychologically informed knowledge base which attenuates
the risk of educationally important aspects of learning being overlooked. (De Corte, Learning and Instruction 10:249–266,
2000). 相似文献
5.
Ido Roll Vincent Aleven Bruce M. McLaren Kenneth R. Koedinger 《Metacognition and Learning》2007,2(2-3):125-140
Intelligent Tutoring Systems have been shown to be very effective in supporting learning in domains such as mathematics, physics,
computer programming, etc. However, they are yet to achieve similar success in tutoring metacognition. While an increasing
number of educational technology systems support productive metacognitive behavior within the scope of the system, few attempt
to teach skills students need to become better future learners. To that end, we offer a set of empirically-based design principles
for metacognitive tutoring. Our starting point is a set of design principles put forward by Anderson et al. (Journal of the Learning Sciences, 4:167–207, 1995) regarding Cognitive Tutors, a family of Intelligent Tutoring Systems. We evaluate the relevance of these
principles to the tutoring of help-seeking skills, based on our ongoing empirical work with the Help Tutor. This auxiliary
tutor agent is designed to help students learn to make effective use of the help facilities offered by a Cognitive Tutor.
While most of Anderson’s principles are relevant to the tutoring of help seeking, a number of differences emerge as a result
of the nature of metacognitive knowledge and of the need to combine metacognitive and domain-level tutoring. We compare our
approach to other metacognitive tutoring systems, and, where appropriate, propose new guidelines to promote the discussion
regarding the nature and design of metacognitive tutoring within scaffolded problem-solving environments. 相似文献
6.
The aim of this research was to develop and evaluate tools and supports for self-regulated learning with hypertext information
structures, such as Web pages. Two kinds of supports for self-regulated learning were developed and tested experimentally:
Prompting and Prompting with Training. In Experiment 1, Prompting was tested with a pre-post-test between subject design,
including thinking-aloud data. Students of the experimental group (n = 20) were prompted for self-regulation activities that had to be followed while learning basic learning theory. No self-regulation
support was offered in the control group (n = 20). In Experiment 2 (Prompting with Training), the experimental group (n = 20) received a short training, in addition to the prompting: the self-regulated learning activities were explained in detail,
demonstrated and practiced right before the learning session. Again, no self-regulation support was offered in the control
group (n = 20). Analyses of learning processes and learning outcomes confirm partly the positive effects of both measures of self-regulated
learning prompts. The more extended measure (with training) had superior effects on students’ learning transfer performance
and acceptance. Implications for the design of instructional support to improve self-regulated learning with computer-based
learning environments are discussed. 相似文献
7.
Jean M. Foss 《Annals of dyslexia》1986,36(1):15-27
Tutors who provide remedial language training to learning-disabled adolescents analyzed videotapes of over one-hundred tutorial
sessions, using a protocol which they developed to facilitate recording their observations. The tutors’ purpose was not to
conduct a controlled research study; but, rather, to observe closely in order to gain understandings about the interpersonal
interactions between tutor and student which might result in improved instruction. As a result of this process, they identified
factors—in the structure of the setting, in the use of routinized procedures, and in the manner and approach of the tutors—which
both significantly affected the students’ learning and were common to almost every interaction. They also identified patterns
of behavior which students characteristically showed in their responses to certain learning situations. 相似文献
8.
Variation in Students’ Experiences of the ‘Oxford Tutorial’ 总被引：2，自引：0，他引：2
This paper examines Oxford University students’ conceptions of the role of the tutorial in their learning. An analysis of
interviews with 28 students constituted four qualitatively different conceptions of the ‘Oxford Tutorial’. These ranged from
the tutorial involving the tutor explaining to the student what the student did not know, to the tutorial involving the tutor
and the student in exchanging different points of view and both coming to a new understanding of the topic under discussion.
These different conceptions also appeared to be related to variations in students’ views of the role of the work done in preparation
for the tutorial, their view of the student’s and tutor’s roles in the tutorial, and the conception of knowledge that students
adopted in relation to the tutorial. The implications of this study are discussed in terms of the relations between students’
conceptions of tutorials and their anticipated learning outcomes and its implications for contexts outside of Oxford in terms
of students’ conceptions of academic tasks. 相似文献
9.
Ron J. C. M. Salden Vincent Aleven Rolf Schwonke Alexander Renkl 《Instructional Science》2010,38(3):289-307
Prior research has shown that tutored problem solving with intelligent software tutors is an effective instructional method,
and that worked examples are an effective complement to this kind of tutored problem solving. The work on the expertise reversal
effect suggests that it is desirable to tailor the fading of worked examples to individual students’ growing expertise levels.
One lab and one classroom experiment were conducted to investigate whether adaptively fading worked examples in a tutored
problem-solving environment can lead to higher learning gains. Both studies compared a standard Cognitive Tutor with two example-enhanced
versions, in which the fading of worked examples occurred either in a fixed manner or in a manner adaptive to individual students’
understanding of the examples. Both experiments provide evidence of improved learning results from adaptive fading over fixed
fading over problem solving. We discuss how to further optimize the fading procedure matching each individual student’s changing
knowledge level. 相似文献
10.
Socio-emotional orientations and teacher change 总被引：1，自引：0，他引：1
Raimo Kaasila Markku S. Hannula Anu Laine Erkki Pehkonen 《Educational Studies in Mathematics》2008,67(2):111-123
In this article we consider how elementary education students’ views of mathematics changed during their mathematics methods
course. We focus on four female students: two started the course with mainly positive views of mathematics and a task orientation,
two with negative views of the subject and an ego-defensive orientation. The biggest change observed was that the trainees’
views of teaching and learning mathematics became more positive. Moreover, what had been an ego-defensive orientation changed
towards a social-dependence orientation. The crucial facilitators of change seemed to be (1) handling of and reflection on
one’s experiences of learning and teaching mathematics, (2) exploring content with concrete materials, and (3) collaboration
with a partner or working as a tutor of mathematics.
相似文献
| Raimo KaasilaEmail: |
11.
Michèle Grossen Karin Bachmann 《European Journal of Psychology of Education - EJPE》2000,15(4):491-508
The issue of “collaborating to learn” is tackled by analysing a peer-tutoring situation aimed at providing help to students with learning difficulties. The corpus consists of a six-lesson cycle between a 15 year-old student and her 14 year-old tutee who has difficulties with German. The analysis shows that the tutor and the tutee interactively construct the asymmetry and complementarity of their roles. As a consequence, what seemed at first sight to be the tutor’s discursive and guidance abilities appears, upon closer examination, to be the result of the students’ interactional work. In this particular case, the mode of collaboration which is achieved results in the tutor taking charge of the major part of the cognitive work. 相似文献
12.
研究旨在从师生双方的认知角度探究优秀英语网络学历教育辅导教师的专业能力构成。问卷调查、访谈和统计分析发现,师生的认知具有广泛的一致性,但对部分能力构成的侧重有所差异;学生的年龄和学习阶段也影响其对教师专业能力的倾向。研究并为提升英语网络教学效果及促进英语网络辅导教师队伍的专业化发展提出建议。 相似文献
13.
Claudia Sanchez 《Early Childhood Education Journal》2009,37(2):161-169
Teachers’ knowing about students and their families is critical to ensuring relevant classroom instruction. The Family
Storytelling
through
Dichos approach is explored as a culturally and linguistically appropriate mechanism for learning about students’ backgrounds. This
article posits that this approach may be a viable one, since it is rooted in the Hispanic culture and language and integrates
three critical elements (a) familism, a core Hispanic cultural value; (b) storytelling, a vehicle for exploring families’
identities; and (c) dichos or popular sayings in the Spanish language, authentic cultural constructs present in Hispanics’ everyday oral discourse. 相似文献
14.
The research described in this paper addresses how a language tutoring system tackles a practical problem in learning a language — negative transfer (mother tongue influence). The empirical studies we have undertaken indicate that negative transfer is the most obvious explanation for most of the errors committed by first-year students in their study of Chinese grammar at the University of Durham. The results of our empirical studies accord with the views of experts on both negative transfer and the Chinese language. A language tutoring prototype (the Chinese Tutor) has been designed on the basis of the results of the empirical studies. The Chinese Tutor contains five models: the expert model, the student model, the diagnoser, the tutor model and the interface module. The five models work effectively together in order to ensure a successful tutorial session. A number of potential users from the Department of East Asian Studies at the University of Durham have used the Chinese Tutor with positive results. In this paper, we will first address issues in relation to empirical studies: the significance of empirical studies and the results of the empirical studies. We will then move on to some of the important design issues, i.e., how the problem of negative transfer is tackled by the Chinese Tutor, which includes discussions on how the rules in the mixed grammar are used for detecting arbitrary transfer errors; how the types of error made by the student are inferred; and how an appropriate tutorial strategy is selected. Finally, a tutorial session run by one of the students who has used the Chinese Tutor is presented and what the Chinese Tutor can offer to the students will also be addressed. 相似文献
15.
李运庆 《牡丹江教育学院学报》2012,(1):100-101
随着我国高校扩招政策的推进以及规模的不断扩大,我国高校在校生人数持续走高,但与之相配套的师资力量增长缓慢,难以满足高等教育尤其是以研究生教育为主体的高层次人才培养的需要。导师组制作为一种教育方法和制度,有利于高校师生比例失调矛盾的缓解及高层次人才培养质量的提升。因此,各相关人员要进一步加强对导师组制的研究和探索,扬长避短,充分发挥导师组制在我国研究生人才培养中的作用和影响。 相似文献
16.
Benlihan U?ur Buket Akkoyunlu Serap Kurbano?lu 《Education and Information Technologies》2011,16(1):5-23
The purpose of this article is to examine students’ views on the blended learning method and its use in relation to the students’
individual learning style. The study was conducted with 31 senior students. Web based media together with face to face classroom
settings were used in the blended learning framework. A scale of Students’ Views on Blended Learning and its implementation,
Kolb’s Learning Style Inventory, Pre-Information Form and open ended questions were used to gather data. The majority of the
students’ fell into assimilators, accommodators and convergers learning styles. Results revealed that students’ views on blended
learning method and its use are quite positive. 相似文献
17.
This paper shows how the patterns of variation created in the teaching were critical in helping a class of Primary 3 students
in Hong Kong to learn about the colour of light, so that the students attained conceptual rather than procedural knowledge.
A ‘Learning Study’ approach was adopted, which is a Lesson Study grounded in a particular learning theory to improve teaching
and learning. This study, based on the learning theory of Variation advanced by Marton and Booth, was premised on three types
of variation: variation in students’ ways of experiencing what is to be taught/learnt (V1), variation in teachers’ ways of
dealing with the ‘object of learning’ (V2), and the use of ‘pattern of variation’ as a guiding principle of pedagogical design
to enhance students’ learning (V3). In planning the lesson, a conscious effort was made to create relevant patterns of variation,
i.e. varying certain critical aspect(s) while keeping other aspects of the object of learning invariant in order to help students
to discern those aspects. Comparison between the results of the pre- and post-test shows that there was significant gain in
the students’ learning outcomes with respect to the intended object of learning. The findings contribute knowledge to how
the Theory of Variation can be used in practice. It also illustrates how teachers can make use of this theoretical framework
to analyze their own teaching and thereby, develop an analytical awareness of teaching and learning. 相似文献
18.
Science Teachers’ Professional Development and Changes in Science Practical Assessment Practices: What are the Issues? 总被引：1，自引：0，他引：1
Phillip A. Towndrow Aik-Ling Tan Benny H. W. Yung Libby Cohen 《Research in Science Education》2010,40(2):117-132
This paper considers the circumstances under which science teachers can respond positively and productively to educational
policy reforms in the area of science practical assessment. To understand what might be involved in linking science teachers’
assessment capacities and their professional development, we present illustrative data from recent research studies conducted
in Singapore and Hong Kong showing contrasting approaches taken in the implementation of reforms in science practical assessment.
In Singapore, teachers worked together to select, discuss, clarify and refine their practices as they made decisions about
what to teach and assess. In Hong Kong, teachers took a critical stance towards the new policy and learnt from their own experiences
in order to build their confidence. With the same policy initiative, one group of teachers focused more on the technicalities
of complying with requirements imposed on them while in the other group had their professional consciousness of what they
thought was best for their students provoked so that their practices would be transformed. In an attempt to draw lessons for
other contexts in supporting the implementation of assessment policy reforms through professional development work, we identify
and discuss a range of factors in science teachers’ professional development that arise once in situ professional development work has started. Overall, our intent in this article is to recast assessment reform as a driver
or pivot in teachers’ professional development and learning. To do this it is necessary, we argue, to afford teachers’ experiences
and the processes involved in learning from them greater emphasis in order to ensure the continuance of innovation in the
assessment of laboratory-based work. 相似文献
19.
Barbara Jaworski 《Journal of Mathematics Teacher Education》2007,9(2):187-211
In this paper I address the challenge of developing theory in relation to the practices of mathematics teaching and its development.
I do this by exploring a notion of ‘teaching as learning in practice’ through overt use of ‘inquiry’ in mathematics learning,
mathematics teaching and the development of practices of teaching in communities involving teachers and educators. The roles
and goals of mathematics teachers and educators in such communities are both distinct and deeply intertwined. I see an aim
of inquiry in teaching to be the ‘critical alignment’ (Wenger, 1998) of teaching within the communities in which teaching
takes place. Inquiry ‘as a tool’ and inquiry ‘as a way of being’ are important concepts in reflexive developmental processes
in which inquiry practice leads to better understandings and development of theory. 相似文献
20.
Pierre Jean Ensergueix Lucile Lafont 《European Journal of Psychology of Education - EJPE》2010,25(2):222-242
Students often do not take full advantage of peer tutoring instructional strategies because they are not sufficiently prepared
to fulfill the role of tutor. This study examined whether implementing a peer tutor training program prior to the beginning
of reciprocal peer tutoring (RPT) sessions might help overcome this issue. Gender differences were also explored. In a physical
education setting, 48 novice ninth-graders were assigned in symmetric dyads to a physical practice associated with trained
RPT condition (TRPT; n = 24) or a physical practice associated with spontaneous RPT condition (SRPT; n = 24). Moreover, 24 participants were assigned to a physical practice without any form of RPT control condition (PP). The
peer tutor training, based on an original group interview technique, aimed at enhancing the explanatory potential of the tutor
and his/her sensitivity to the specific needs of the tutee. Results indicated a superior motor performance for the TRPT condition
and no difference between the SRPT and PP conditions. Interestingly, a positive relation between motor performance and self-efficacy
beliefs was found for TRPT females. The assumption that the development of metacognitive awareness is one of the mechanisms
underlying RPT’s effectiveness was thus supported. 相似文献