Comparing learning outcomes and implementation factors from student-managed vs. Teacher-managed intelligent tutoring systems

Many web-based learning environments have been developed and tested with mixed results. An often overlooked cause for the variations in findings may be the role of the teacher during the implementation of the software in classroom settings. Results from two recent successful research programs using web-based intelligent tutoring systems may also be influenced by the role of the teacher. Specifically, the web-based intelligent tutoring system for the text structure strategy (ITSS) designed to improve reading comprehension (Wijekumar, Meyer, and Lei, 2012; Wijekumar, Meyer, Lei, Johnson, Shurmatz, Ray, and Cooke, 2014; and Wijekumar, Meyer, and Lei, 2013) and the self-regulated strategies development (SRSD) based persuasive writing program- We-Write (Wijekumar, Harris, Graham, and Meyer, in press) have shown strong effects in small and large scale studies. ITSS provides modeling, practice, assessment, scaffolding, and feedback designed to teach children how to select and encode strategic memory from expository texts. The system also supports the development of skills in summarizing, inferences, elaborations, and comprehension monitoring. ITSS is designed to deliver instruction as a supplement to the regular language arts curriculum and is a student-managed learning environment with a limited role for teachers. In contrast, the We-Write system is a teacher-managed learning system with teacher-led lessons strongly coordinated with student-managed learning activities using the software. This chapter will summarize recent positive findings from both the ITSS and We-Write systems and compare implementation approaches of the student-managed ITSS and the teachermanaged We-Write systems.