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

Book chapter

Wijekumar, Kay, Meyer, Bonnie, Harris, Karen R., Graham, Stephen Edward and Beerwinkle, Andrea L.. (2016). Comparing learning outcomes and implementation factors from student-managed vs. teacher-managed intelligent tutoring systems. In Intelligent Tutoring Systems: Structure, Applications and Challenges pp. 175-200 CRC Press.
AuthorsWijekumar, Kay, Meyer, Bonnie, Harris, Karen R., Graham, Stephen Edward and Beerwinkle, Andrea L.
Abstract

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.

Keywords Intelligent tutoring systems
Page range175-200
Year01 Jan 2016
Book titleIntelligent Tutoring Systems: Structure, Applications and Challenges
PublisherCRC Press
Place of publicationUnited States
ISBN9781634851671
Open accessPublished as non-open access
Research or scholarlyResearch
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All rights reserved
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Controlled
Output statusPublished
Publication dates
Print01 Jun 2016
Publication process dates
Deposited22 Feb 2024
Additional information

Copyright © 2016 by Nova Science Publishers, Inc.

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