Finding Productive Talk around Errors in Intelligent Tutoring Systems [Konferenzbericht] Paper presented at the International Conference on Computer Supported Collaborative Learning (11th, Gothenberg, Sweden, Jun 7-11, 2015).

Autor/inn/en	Olsen, Jennifer K.; Rummel, Nikol; Aleven, Vincent
Titel	Finding Productive Talk around Errors in Intelligent Tutoring Systems [Konferenzbericht] Paper presented at the International Conference on Computer Supported Collaborative Learning (11th, Gothenberg, Sweden, Jun 7-11, 2015).
Quelle	(2015), (2 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Intelligent Tutoring Systems; Educational Technology; Technology Uses in Education; Cooperative Learning; Grade 4; Grade 5; Elementary School Students; Fractions; Problem Solving; Error Patterns; Error Correction; Discussion (Teaching Technique); Qualitative Research; Mathematics Instruction; Computer Mediated Communication + Suchen Sie Ihr Suchwort? Intelligentes Tutorsystem; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Kooperatives Lernen; School year 04; 4. Schuljahr; Schuljahr 04; School year 05; 5. Schuljahr; Schuljahr 05; Bruchrechnung; Problemlösen; Fehlertyp; Korrektur; Qualitative Forschung; Mathematics lessons; Mathematikunterricht; Computerkonferenz
Abstract	To learn from an error, students must correct the error by engaging in sense-making activities around the error. Past work has looked at how supporting collaboration around errors affects learning. This paper attempts to shed further light on the role that collaboration can play in the process of overcoming an error. We found that good collaboration is more likely to happen after an error occurs "and" after a student has requested and discussed a hint with their partner than at either of these points separately. These finding suggest that cognitive support can enhance collaborative sense-making of errors. (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01