Conceptual Tutoring Software for Promoting Deep Learning: A Case Study

Autor/inn/en	Stott, Angela; Hattingh, Annemarie
Titel	Conceptual Tutoring Software for Promoting Deep Learning: A Case Study
Quelle	In: Educational Technology & Society, 18 (2015) 2, S.179-194 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1436-4522
Schlagwörter	Intelligent Tutoring Systems; Computer Software; Case Studies; Scientific Concepts; Preservice Teachers; Student Teachers; Natural Sciences; Foreign Countries; Electronic Learning; Learning Modules; Instructional Design; Learner Engagement; Data Collection; Statistical Analysis; Self Control; Pacing; Learning Motivation; Cognitive Processes; Surveys; Focus Groups; Pretests Posttests; Scores; Qualitative Research; South Africa + Suchen Sie Ihr Suchwort? Intelligentes Tutorsystem; Case study; Fallstudie; Case Study; Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Naturwissenschaften; Ausland; Learning module; Lernmodul; Lesson concept; Lessonplan; Unterrichtsentwurf; Data capture; Datensammlung; Statistische Analyse; Selbstbeherrschung; Lerntempo; Motivation for studies; Lernmotivation; Cognitive process; Kognitiver Prozess; Survey; Umfrage; Befragung; Qualitative Forschung; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	The paper presents a case study of the use of conceptual tutoring software to promote deep learning of the scientific concept of density among 50 final year pre-service student teachers in a natural sciences course in a South African university. Individually-paced electronic tutoring is potentially an effective way of meeting the students' varied learning needs within the limited time available for content teaching in the pedagogically focused course. Both qualitative and quantitative data were collected in the forms of engagement patterns, surveys, focus-group discussions, and pre- and post-test scores. These were used to formulate a rich description in answer to the questions "Is deep learning evident when student teachers engage with a module on density using conceptual tutoring software?" and "What design features of this module are effective in promoting deep learning?" The findings suggest that conceptual tutoring software can be effective in promoting deep learning among student teachers. The sub-step design, branched structure, and conceptual approaches used in the tutoring design, and the inclusion of a written task and a test, were found to be effective in promoting deep learning. (As Provided).
Anmerkungen	International Forum of Educational Technology & Society. Athabasca University, School of Computing & Information Systems, 1 University Drive, Athabasca, AB T9S 3A3, Canada. Tel: 780-675-6812; Fax: 780-675-6973; Web site: http://www.ifets.info
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01