Toward supporting collaborative discussion in an Ill-defined domain

Amy Ogan, Erin Walker, Vincent Aleven, Chris Jones

Research output: Chapter in Book/Report/Conference proceedingConference contribution

3 Scopus citations

Abstract

It is important to investigate what tutoring paradigms are appropriate for ill-defined domains. We focus on teaching intercultural competence, where asynchronous online discussion is a typical instructional task. We explore two methods of assessing student contributions and delivering feedback: an adaptive support system that provides individual feedback, and a peer moderator from the class supported by adaptive assistance.

Original languageEnglish (US)
Title of host publicationIntelligent Tutoring Systems - 9th International Conference, ITS 2008, Proceedings
Pages825-827
Number of pages3
DOIs
StatePublished - Dec 1 2008
Event9th International Conference on Intelligent Tutoring Systems, ITS 2008 - Montreal, QC, Canada
Duration: Jun 23 2008Jun 27 2008

Publication series

NameLecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics)
Volume5091 LNCS
ISSN (Print)0302-9743
ISSN (Electronic)1611-3349

Other

Other9th International Conference on Intelligent Tutoring Systems, ITS 2008
CountryCanada
CityMontreal, QC
Period6/23/086/27/08

ASJC Scopus subject areas

  • Theoretical Computer Science
  • Computer Science(all)

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  • Cite this

    Ogan, A., Walker, E., Aleven, V., & Jones, C. (2008). Toward supporting collaborative discussion in an Ill-defined domain. In Intelligent Tutoring Systems - 9th International Conference, ITS 2008, Proceedings (pp. 825-827). (Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics); Vol. 5091 LNCS). https://doi.org/10.1007/978-3-540-69132-7-120