Learning from human tutoring

T.H., Michelene; Siler, Stephanie A.; Jeong, Heisawn; Yamauchi, Takashi; Hausmann, Robert G. M.

doi:10.1207/s15516709cog2504_1

Cited by 566 publications

(490 citation statements)

References 53 publications

Supporting

Mentioning

431

Contrasting

Unclassified

Order By: Relevance

“…These studies suggest that human tutoring is effective because the tutor provides a give and take, offering guidance when help is needed, but holding back enough to encourage autonomy. Multiple studies show that encountering obstacles and working through them can be an important step in the learning process (Chi M, Siler A., Jeong H., Yamauchi T., & Lavancher C, 2001;Ohlsson & Rees, 1991). However, there are potential drawbacks to this approach.…”

Section: Discussionmentioning

confidence: 99%

A natural language intelligent tutoring system for training pathologists: implementation and evaluation

Saadawi

Tseytlin

Legowski

et al. 2007

Adv in Health Sci Educ

View full text Add to dashboard Cite

Introduction-We developed and evaluated a Natural Language Interface (NLI) for an Intelligent Tutoring System (ITS) in Diagnostic Pathology. The system teaches residents to examine pathologic slides and write accurate pathology reports while providing immediate feedback on errors they make in their slide review and diagnostic reports. Residents can ask for help at any point in the case, and will receive context-specific feedback.

show abstract

Section: Discussionmentioning

confidence: 99%

A natural language intelligent tutoring system for training pathologists: implementation and evaluation

Saadawi

Tseytlin

Legowski

et al. 2007

Adv in Health Sci Educ

View full text Add to dashboard Cite

show abstract

“…The metaphor of scaffolding is derived from mother-child observations and has been applied to many other contexts, such as computer environments (Azevedo and Hadwin 2005;Cuevas et al 2002;Feyzi-Behnagh et al 2013;Rasku-Puttonen et al 2003;Simons and Klein 2007), tutoring settings (e.g., Chi et al 2001) and classroom settings (e.g., Mercer and Fisher 1992;Roll et al 2012). Scaffolding is closely related to the socio-cultural theory of Vygotsky (1978) and especially to the Zone of Proximal Development (ZPD).…”

Section: Scaffoldingmentioning

confidence: 99%

The effects of scaffolding in the classroom: support contingency and student independent working time in relation to student achievement, task effort and appreciation of support

et al. 2015

View full text Add to dashboard Cite

Teacher scaffolding, in which teachers support students adaptively or contingently, is assumed to be effective. Yet, hardly any evidence from classroom studies exists. With the current experimental classroom study we investigated whether scaffolding affects students' achievement, task effort, and appreciation of teacher support, when students work in small groups. We investigated both the effects of support quality (i.e., contingency) and the duration of the independent working time of the groups. Thirty social studies teachers of pre-vocational education and 768 students (age 12-15) participated. All teachers taught a five-lesson project on the European Union and the teachers in the scaffolding condition additionally took part in a scaffolding intervention. Low contingent support was more effective in promoting students' achievement and task effort than high contingent support in situations where independent working time was low (i.e. help was frequent). In situations where independent working time was high (i.e., help was less frequent), high contingent support was more effective than low contingent support in fostering students' achievement (when correcting for students' task effort). In addition, higher levels of contingent support resulted in a higher appreciation of support. Scaffolding, thus, is not 123Instr Sci (2015) 43:615-641 DOI 10.1007/s11251-015-9351-z unequivocally effective; its effectiveness depends, among other things, on the independent working time of the groups and students' task effort. The present study is one of the first experimental study on scaffolding in an authentic classroom context, including factors that appear to matter in such an authentic context.

show abstract

“…However, we examine learning correlations with both tutor and student dialogue acts, and we analyze learning correlations with both single occurrences and sequences of these dialogue acts. Our analyses of student dialogue act unigrams, tutor dialogue act unigrams, student-tutor dialogue act bigrams and tutor-student dialogue act bigrams represent our approach to exploring three main hypotheses in the literature regarding why one-on-one dialogue tutoring is so effective: a student-centered hypothesis, a tutor-centered hypothesis, and an interaction-centered hypothesis (Chi, Siler, Jeong, Yamauchi and Hausmann 2001). Our dialogue act analyses lend support for all three hypotheses: in our corpora, student learning is correlated with student dialogue acts, with tutor dialogue acts, and with bigrams containing both types of acts.…”

Section: Introductionmentioning

confidence: 99%

Correlations between dialogue acts and learning in spoken tutoring dialogues

Litman

Forbes-Riley

2006

Nat. Lang. Eng.

View full text Add to dashboard Cite

We examine correlations between dialogue behaviors and learning in tutoring, using two corpora of spoken tutoring dialogues: a human-human corpus and a human-computer corpus. To formalize the notion of dialogue behavior, we manually annotate our data using a tagset of student and tutor dialogue acts relative to the tutoring domain. A unigram analysis of our annotated data shows that student learning correlates both with the tutor's dialogue acts and with the student's dialogue acts. A bigram analysis shows that student learning also correlates with joint patterns of tutor and student dialogue acts. In particular, our human-computer results show that the presence of student utterances that display reasoning (whether correct or incorrect), as well as the presence of reasoning questions asked by the computer tutor, both positively correlate with learning. Our human-human results show that student introductions of a new concept into the dialogue positively correlates with learning, but student attempts at deeper reasoning (particularly when incorrect), and the human tutor's attempts to direct the dialogue, both negatively correlate with learning. These results suggest that while the use of dialogue act n-grams is a promising method for examining correlations between dialogue behavior and learning, specific findings can differ in human versus computer tutoring, with the latter better motivating adaptive strategies for implementation.

show abstract

Learning from human tutoring

Cited by 566 publications

References 53 publications

A natural language intelligent tutoring system for training pathologists: implementation and evaluation

A natural language intelligent tutoring system for training pathologists: implementation and evaluation

The effects of scaffolding in the classroom: support contingency and student independent working time in relation to student achievement, task effort and appreciation of support

Correlations between dialogue acts and learning in spoken tutoring dialogues

Contact Info

Product

Resources

About