Can an orchestration system increase collaborative, productive struggle in teaching-by-eliciting classrooms?

Kurt VanLehn, Hugh Burkhardt, Salman Cheema, Seokmin Kang, Daniel Pead, Alan Schoenfeld, Jon Wetzel

Research output: Contribution to journalArticle

Abstract

Mathematics is often taught by explaining an idea, then giving students practice in applying it. Tutoring systems can increase the effectiveness of this method by monitoring the students’ practice and giving feedback. However, math can also be taught by having students work collaboratively on problems that lead them to discover the idea. Here, teachers spend the bulk of their time orchestrating collaborations and supporting students in building productively on each other’s contributions. Our research question is: Can tutoring technology somehow make teaching-by-eliciting more effective? Using tutoring technology, we developed an intelligent orchestration system named FACT. While students solve problems in small groups, it makes recommendations to the teacher about which groups to visit and what to say. Data from over 50 iterative development trials (study 1) suggest that FACT increased neither the collaboration nor productivity of the students’ struggle compared to paper-based classes. However, the data also suggest that when there is just one teacher in the classroom, then only a few of the groups that need a visit can get one. We modified FACT to directly send students the provocative questions that it formerly sent only to teachers. A pilot test (study 2) suggests that this version may increase productive struggle, but increasing collaboration remains an unsolved problem.

Original languageEnglish (US)
JournalInteractive Learning Environments
DOIs
StatePublished - Jan 1 2019

Fingerprint

Teaching
Students
classroom
student
teacher
say
Intelligent systems
small group
Group
Productivity
productivity
mathematics
monitoring
Feedback
Monitoring

Keywords

  • classroom orchestration systems
  • Collaborative learning
  • digital media
  • formative assessment
  • tutoring systems

ASJC Scopus subject areas

  • Education
  • Computer Science Applications

Cite this

Can an orchestration system increase collaborative, productive struggle in teaching-by-eliciting classrooms? / VanLehn, Kurt; Burkhardt, Hugh; Cheema, Salman; Kang, Seokmin; Pead, Daniel; Schoenfeld, Alan; Wetzel, Jon.

In: Interactive Learning Environments, 01.01.2019.

Research output: Contribution to journalArticle

@article{9de1877a64d644f1ac2af830d765c258,
title = "Can an orchestration system increase collaborative, productive struggle in teaching-by-eliciting classrooms?",
abstract = "Mathematics is often taught by explaining an idea, then giving students practice in applying it. Tutoring systems can increase the effectiveness of this method by monitoring the students’ practice and giving feedback. However, math can also be taught by having students work collaboratively on problems that lead them to discover the idea. Here, teachers spend the bulk of their time orchestrating collaborations and supporting students in building productively on each other’s contributions. Our research question is: Can tutoring technology somehow make teaching-by-eliciting more effective? Using tutoring technology, we developed an intelligent orchestration system named FACT. While students solve problems in small groups, it makes recommendations to the teacher about which groups to visit and what to say. Data from over 50 iterative development trials (study 1) suggest that FACT increased neither the collaboration nor productivity of the students’ struggle compared to paper-based classes. However, the data also suggest that when there is just one teacher in the classroom, then only a few of the groups that need a visit can get one. We modified FACT to directly send students the provocative questions that it formerly sent only to teachers. A pilot test (study 2) suggests that this version may increase productive struggle, but increasing collaboration remains an unsolved problem.",
keywords = "classroom orchestration systems, Collaborative learning, digital media, formative assessment, tutoring systems",
author = "Kurt VanLehn and Hugh Burkhardt and Salman Cheema and Seokmin Kang and Daniel Pead and Alan Schoenfeld and Jon Wetzel",
year = "2019",
month = "1",
day = "1",
doi = "10.1080/10494820.2019.1616567",
language = "English (US)",
journal = "Interactive Learning Environments",
issn = "1049-4820",
publisher = "Routledge",

}

TY - JOUR

T1 - Can an orchestration system increase collaborative, productive struggle in teaching-by-eliciting classrooms?

AU - VanLehn, Kurt

AU - Burkhardt, Hugh

AU - Cheema, Salman

AU - Kang, Seokmin

AU - Pead, Daniel

AU - Schoenfeld, Alan

AU - Wetzel, Jon

PY - 2019/1/1

Y1 - 2019/1/1

N2 - Mathematics is often taught by explaining an idea, then giving students practice in applying it. Tutoring systems can increase the effectiveness of this method by monitoring the students’ practice and giving feedback. However, math can also be taught by having students work collaboratively on problems that lead them to discover the idea. Here, teachers spend the bulk of their time orchestrating collaborations and supporting students in building productively on each other’s contributions. Our research question is: Can tutoring technology somehow make teaching-by-eliciting more effective? Using tutoring technology, we developed an intelligent orchestration system named FACT. While students solve problems in small groups, it makes recommendations to the teacher about which groups to visit and what to say. Data from over 50 iterative development trials (study 1) suggest that FACT increased neither the collaboration nor productivity of the students’ struggle compared to paper-based classes. However, the data also suggest that when there is just one teacher in the classroom, then only a few of the groups that need a visit can get one. We modified FACT to directly send students the provocative questions that it formerly sent only to teachers. A pilot test (study 2) suggests that this version may increase productive struggle, but increasing collaboration remains an unsolved problem.

AB - Mathematics is often taught by explaining an idea, then giving students practice in applying it. Tutoring systems can increase the effectiveness of this method by monitoring the students’ practice and giving feedback. However, math can also be taught by having students work collaboratively on problems that lead them to discover the idea. Here, teachers spend the bulk of their time orchestrating collaborations and supporting students in building productively on each other’s contributions. Our research question is: Can tutoring technology somehow make teaching-by-eliciting more effective? Using tutoring technology, we developed an intelligent orchestration system named FACT. While students solve problems in small groups, it makes recommendations to the teacher about which groups to visit and what to say. Data from over 50 iterative development trials (study 1) suggest that FACT increased neither the collaboration nor productivity of the students’ struggle compared to paper-based classes. However, the data also suggest that when there is just one teacher in the classroom, then only a few of the groups that need a visit can get one. We modified FACT to directly send students the provocative questions that it formerly sent only to teachers. A pilot test (study 2) suggests that this version may increase productive struggle, but increasing collaboration remains an unsolved problem.

KW - classroom orchestration systems

KW - Collaborative learning

KW - digital media

KW - formative assessment

KW - tutoring systems

UR - http://www.scopus.com/inward/record.url?scp=85066074280&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=85066074280&partnerID=8YFLogxK

U2 - 10.1080/10494820.2019.1616567

DO - 10.1080/10494820.2019.1616567

M3 - Article

AN - SCOPUS:85066074280

JO - Interactive Learning Environments

JF - Interactive Learning Environments

SN - 1049-4820

ER -