Supporting adaptive mentor by student preference within context of problem-solving learning

Knowledge can be created in an active dialogue among those who seek to understand and apply concepts. Most of Web-based learning systems provide a discussion forum to create knowledge. However, discussion forum posts are separated from the context of the learning activities. Students must manually r...

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Bibliographic Details
Published inIEEE International Conference on Advanced Learning Technologies, 2004. Proceedings pp. 789 - 791
Main Authors Fu-Hsiang Wei, Liang-Yi Lee, Gwo-Dong Chen
Format Conference Proceeding
LanguageEnglish
Published IEEE 2004
Subjects
Computer science
Discussion forums
Education
Employee welfare
Feedback
Knowledge engineering
Learning systems
Online Communities/Technical Collaboration
Problem-solving
Writing
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Summary:Knowledge can be created in an active dialogue among those who seek to understand and apply concepts. Most of Web-based learning systems provide a discussion forum to create knowledge. However, discussion forum posts are separated from the context of the learning activities. Students must manually rebuild the context of their questions before posting. Students also commented that they had problems interpreting the answers to the questions posted. This paper proposes an online e-book annotation interface that enables students to post a question directly and receive timely adaptive mentoring in the place and context where question encountered in reading e-book, and to use anchors to access discussions in a forum. And, a mentor recommender, based on the preference and knowledge level of the students, is provided to recommend appropriate capable peers to answer the issued questions. The experiment results showed that the discussions were increased significantly, and about 80% of students indicated that they benefited greatly by adaptive peer help.
ISBN:9780769521817
0769521819
DOI:10.1109/ICALT.2004.1357658