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 language | English (US) |
|---|---|
| Title of host publication | Intelligent Tutoring Systems - 9th International Conference, ITS 2008, Proceedings |
| Pages | 825-827 |
| Number of pages | 3 |
| DOIs | |
| State | Published - Dec 1 2008 |
| Event | 9th International Conference on Intelligent Tutoring Systems, ITS 2008 - Montreal, QC, Canada Duration: Jun 23 2008 → Jun 27 2008 |
Publication series
| Name | Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics) |
|---|---|
| Volume | 5091 LNCS |
| ISSN (Print) | 0302-9743 |
| ISSN (Electronic) | 1611-3349 |
Other
| Other | 9th International Conference on Intelligent Tutoring Systems, ITS 2008 |
|---|---|
| Country | Canada |
| City | Montreal, QC |
| Period | 6/23/08 → 6/27/08 |
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