Enhancing Free-text Interactions in a Communication Skills Learning Environment

Learning environments frequently use gamification to enhance user interactions.Virtual characters with whom players engage in simulated conversations often employ prescripted dialogues; however, free user inputs enable deeper immersion and higher-order cognition. In our learning environment, experts developed a scripted scenario as a sequence of potential actions, and we explore possibilities for enhancing interactions by enabling users to type free inputs that are matched to the pre-scripted statements using Natural Language Processing techniques. In this paper, we introduce a clustering mechanism that provides recommendations for fine-tuning the pre-scripted answers in order to better match user inputs

The impact of 'computer-supported collaborative inquiry' for science learning in secondary education

Social Sciences, Ghent Universitynrpages: 264status: publishe

Evaluation of Evidence-Based Practices in Online Learning: A Meta-Analysis and Review of Online Learning Studies

A systematic search of the research literature from 1996 through July 2008 identified more than a thousand empirical studies of online learning. Analysts screened these studies to find those that (a) contrasted an online to a face-to-face condition, (b) measured student learning outcomes, (c) used a rigorous research design, and (d) provided adequate information to calculate an effect size. As a result of this screening, 51 independent effects were identified that could be subjected to meta-analysis. The meta-analysis found that, on average, students in online learning conditions performed better than those receiving face-to-face instruction. The difference between student outcomes for online and face-to-face classes—measured as the difference between treatment and control means, divided by the pooled standard deviation—was larger in those studies contrasting conditions that blended elements of online and face-to-face instruction with conditions taught entirely face-to-face. Analysts noted that these blended conditions often included additional learning time and instructional elements not received by students in control conditions. This finding suggests that the positive effects associated with blended learning should not be attributed to the media, per se. An unexpected finding was the small number of rigorous published studies contrasting online and face-to-face learning conditions for K–12 students. In light of this small corpus, caution is required in generalizing to the K–12 population because the results are derived for the most part from studies in other settings (e.g., medical training, higher education)

Effects of computer-supported collaboration script and incomplete concept maps on web design skills in an online design-based learning environment

Web design skills are an important component of media literacy. The aim of our study was to promote university students’ web design skills through online design-based learning (DBL). Combined in a 2x2-factorial design, two types of scaffolding were implemented in an online DBL environment to support the students through their effort to design, build, modify, and publish web sites on processes and outcomes measures, namely collaboration scripts and incomplete concept maps. The results showed that both treatments had positive effects on collaborative (content-related discourse quality, collaboration skills, and quality of published web sites) and individual (domain-specific knowledge and skills related to the design and building of websites) learning outcomes. There was synergism between the two scaffolds in that the combination of the collaboration script and incomplete concept maps produced the most positive results. To be effective, online DBL thus needs to be enhanced by appropriate scaffolds, and both collaboration scripts and incomplete concept maps are effective examples

Using content and process scaffolds for collaborative discourse in asynchronous learning networks

Discourse, a form of collaborative learning, is one of the most widely used methods of teaching and learning in the online environment. Particularly, in large courses, discourse needs to be \u27structured\u27 to be effective. Historically, technology-mediated learning (TML) research has been inconclusive with often conflicting results. To address this issue, TML research needs greater breadth and depth in pedagogical grounding. The purpose of this research is to build and test an original, technology-mediated, discourse-centered model called the Asynchronous Learning Network Cognitive Discourse Model (ALNCDM) grounded in pedagogy. Cognitive discourse is defined as discourse on conceptual subject matter. The model is aimed at structuring discourse to effect conceptual mastery at the Application level of Bloom\u27s taxonomy. The ALNCDM applies pedagogic principles to provide content and process scaffolding during discourse to increase learning. (Scaffolding is defined as providing support for the learner at his/her level until the support is no longer needed.) The content scaffold consists of a concept structure in the form a matrix, which is unfolded in a sequence following the Veeheuristic. The process scaffold consists of an individual process, modeled after Gagne\u27s Nine Events of Instruction, embedded within a group process, modeled after Gunawardena, Lowe and Anderson\u27s Critical Thinking Model. A research approach was designed and a field experiment conducted to validate the ALNCDM. In the research approach, content and process scaffolds formed the two manipulated variables while the dependent variable, learning effectiveness, was measured using a combination of cognitive and affective assessments. A motivation measure, self-expectancy, was also included in the dependent variables. The main study, a 2X2 between-subjects, pre- and post-test field experiment, was conducted between Fall 2004 and Spring 2005, yielding 172 participants in 58 groups. A major finding from the study is students with SynthesisAnalysis learning approach performed significantly better in two out of three cognitive assessments. While the ALNCDM research approach requires further refinement, correlation/contextual analyses support the overall ALNCDM. Another finding from the study is the lack of undergraduate student motivation

Peer Tutoring and Scaffolding Principle for Inclusive Teaching

This paper aims to investigate the theoretical references that the literature offers with respect to the principle of scaffolding and to the methodology of Peer Tutoring from an inclusive perspective. The principle of scaffolding, in fact, has its roots in the first definitions by Vygotskij (1978a) who defines it as the social support provided to the student during the completion of a learning task to solve a problem or achieve a goal. Subsequently, this principle has been declined in an inclusive perspective with respect to classroom management and with respect to new transmedia learning environments. The reference literature was reviewed to highlight the learning outcomes related to the principle of cognitive, metacognitive and emotional scaffolding. In addition, from the point of view of classroom management from an inclusive perspective, a declination that is effective refers to Peer Tutoring. This methodology aims to promote mutual interactions mediated by peers in order to optimize individual functioning and promote the holistic development of the parties involved. Therefore, the Peer Tutoring methodology was highlighted with reference to both the theoretical and practical components of the studies investigated