Panel - learning science and technology R&amp;D: a roadmap to the future of learning

Howell, Kay; Cannon‐Bowers, Janis A.; Corbett, Albert T.; Louwerse, Max M.; Moye, Alfred L.

doi:10.1109/fie.2004.1408486

Cited by 1 publication

(1 citation statement)

References 2 publications

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“… Question‐and‐answering involves continuous interactions and consequently can be very disruptive for staff. Learning may improve when students can ask questions and subsequently receive relevant answers. Few learning environments offer students the opportunities and facilities to ask questions and receive answers (Howell 2003). …”

Section: Introductionmentioning

confidence: 99%

A learner support model based on peer tutor selection

Rosmalen

Sloep

Kester

et al. 2007

Computer Assisted Learning

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The introduction of elearning often leads to an increase in the time staff spends on tutoring. To alleviate the workload of staff tutors, we developed a model for organizing and supporting learner related interactions in elearning systems. It makes use of the knowledge and experience of peers and builds on the assumption that (lifelong) learners, when instructed and assisted carefully, should be able to assist each other. The model operates at two levels. At level 1, prospective peer tutors are identified, based on a combination of workload and competency indicators. At level 2 the thus identified prospective peer tutors become the actual tutors; this is done by empowering them with tools and guidelines for the task at hand. The paper will situate the model in networks for lifelong learning. For one kind of interactions, answering content related questions, we will review a set of existing approaches and emerging technologies and describe our model. Finally, we will describe and discuss the results of a simulation of a prototype of the model and discuss to what extent it matches our requirements.

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