Adaptive recommendation for question decomposition in Web-based investigative learning

Hagiwara, Miki; Kashihara, Akihiro; Hasegawa, Shinobu; Ota, Kaoru; Takaoka, Ryo

doi:10.1109/tale48000.2019.9225927

Cited by 2 publications

(2 citation statements)

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“…iLSB encourages learners to make a wider and deeper investigation in a systematic way, and to build their learning scenario in a self-directed way. Our previous work with iLSB has confirmed that iLSB could help learners create their own learning scenario while navigating Web resources, and linearize their knowledge by creating a table of contents for a paper for reporting their findings (Kashihara and Akiyama, 2016;Hagiwara et al, 2019;Kashihara et al, 2020;Morishita et al, 2020). On the other hand, support for writing the actual contents of the paper and assessment of the paper have not been done yet.…”

Section: Introductionmentioning

confidence: 91%

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A Graphic Organizer for Supporting Summary Writing in Web-Based Investigative Learning

2020

Proceedings of the 17th International Conference on Cognition and Exploratory Learning in the Digital Age (CELDA 2020)

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Web-based investigative learning is a form of learning where learners investigate Web resources to construct knowledge on a question. In our previous work, we have designed a learning model and a cognitive tool named iLSB to support learners in expanding the initial question into sub-questions so as to deepen and widen their investigation, and in creating their own learning scenario. The learning model consists of two processes of "knowledge construction" and "knowledge linearization". Learners are expected to construct knowledge using iLSB in the former process, and to linearize their knowledge to prepare a paper for report on their investigation in the latter process In this paper, we focus on how to help learners to make a summary of the paper by means of graphic organizers, which embed five types of information structure in expository text. This paper demonstrates how iLSB allows learners to build text structure of a summary with graphic organizers. We also report a case study whose purpose was to assess the effectiveness of it. The results suggest that graphic organizers function effectively as a scaffold for building comprehensive summary with fewer efforts.

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Section: Introductionmentioning

confidence: 91%

“…Each process further has several learning phases. The learning model designed in our previous work (Kashihara and Akiyama, 2016;Kashihara et al, 2020;Hagiwara et al, 2019) corresponds to (1). In our subsequent work (Morishita, 2020) and this paper, we are attempting to extend this model to include (2).…”

Section: Learning Modelmentioning

confidence: 99%