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The phenomenon of private tutoring: Implications for public education

Bento, António; Ribeiro, Maria Isabel
Fonte: New England Educational Research Organization Publicador: New England Educational Research Organization
Tipo: Conferência ou Objeto de Conferência
ENG
Relevância na Pesquisa
37.55%
This research study intended to describe and to analyze the nature of the phenomenon of private tutoring in the Autonomous Region of Madeira. The 413 respondents, secondary senior students, have ages between the 17 and 23 years. Of the total of respondents, 56.4% were of feminine gender and 42.1% were of masculine gender. During secondary education, a significant number of students attended weekly private tutoring sessions, on the 11th and 12th grades, 44% and 41.9%, respectively. Mathematics is the subject that makes the majority of students to look for this type of educative service (87,7%). A great part of students spend between 4 and 6 hours, weekly (68,4%) in private Centres (66,7%) and the financial expenses average 80 dollars a month (56,7%). The majority of the students consider positive (87,7%) the frequency of private tutoring sessions. This parallel educational issue raises important questions that need to be studied and reflected on: a) the inequity introduced in the student population - are the prosperous families that can get the better and longer private tutoring services. In Portugal, the government introduced legislation (1999 and 2005) in order to regulate this phenomenon (i.e., permission needed for teachers to provide private tutoring and prohibition to provide private tutoring to own students or students of their own schools) however...

The phenomenon of private tutoring: implications for public

Bento, António; Ribeiro, Maria Isabel
Fonte: Longbridge Publishing Publicador: Longbridge Publishing
Tipo: Artigo de Revista Científica
ENG
Relevância na Pesquisa
37.36%
This research study has as its main goal to describe the nature and the extension of private tutoring in secondary education, in the Autonomous Region of Madeira, giving special attention to the 12th grade, the year that precedes the entrance in Higher Education. It was used a questionnaire to collect data from the 413 participants (who were finishing High School in Academic Year 2009-2010) with ages between 17 and 23 years. Of the total of respondents, 56,4% are of feminine gender and 42,1% are of masculine gender. During secondary education a significant number of students attended private tutoring classes in last two years, 44% and 41.9%, respectively. Mathematics is the subject that makes the majority of the students to look for this type of services (87,7%). Great part of the students spend 4 to 6 weekly hours in private tutoring classes (56,7%) in private centers (66,7%) and the financial expenses get up to 70 euros per month (68,4%). The majority of the students has a positive opinion (87,7%) about of this type of services, given the fact that their performance has improved allowing positive performance for those with more difficulties and excellence results for the ones with higher grades.

Intelligent tutoring system for distance education

Oliveira Neto, Jose Dutra de; Nascimento, Elby Vaz
Fonte: TECSI Laboratório de Tecnologia e Sistemas de Informação - FEA/USP Publicador: TECSI Laboratório de Tecnologia e Sistemas de Informação - FEA/USP
Tipo: Artigo de Revista Científica
ENG
Relevância na Pesquisa
37.36%
This study aims to develop and implement a tool called intelligent tutoring system in an online course to help a formative evaluation in order to improve student learning. According to Bloom et al. (1971,117) formative evaluation is a systematic evaluation to improve the process of teaching and learning. The intelligent tutoring system may provide a timely and high quality feedback that not only informs the correctness of the solution to the problem, but also informs students about the accuracy of the response relative to their current knowledge about the solution. Constructive and supportive feedback should be given to students to reveal the right and wrong answers immediately after taking the test. Feedback about the right answers is a form to reinforce positive behaviors. Identifying possible errors and relating them to the instructional material may help student to strengthen the content under consideration. The remedial suggestion should be given in each answer with detaileddescription with regards the materials and instructional procedures before taking next step. The main idea is to inform students about what they have learned and what they still have to learn. The open-source LMS called Moodle was extended to accomplish the formative evaluation...

Aprendizagem dialógica em serviços de tutoria pela internet: estudo de caso de uma tutora em formação em uma disciplina a distância; Dialogical learning in tutoring through the Internet: a case study of a tutor during her training in a distance course

Dotta, Silvia Cristina
Fonte: Biblioteca Digitais de Teses e Dissertações da USP Publicador: Biblioteca Digitais de Teses e Dissertações da USP
Tipo: Tese de Doutorado Formato: application/pdf
Publicado em 04/03/2009 PT
Relevância na Pesquisa
37.36%
O objetivo deste trabalho é contribuir com o desenvolvimento das bases teóricometodológicas para a prática do diálogo a distância, a partir de uma concepção dialógica de Educação. Desenvolvemos uma metodologia para oferta de uma disciplina a distância, em que parte de seu conteúdo tratou da formação de tutores para o diálogo virtual. Criamos um software de comunicação, o Tutor em Rede, e o implementamos para a oferta de um serviço de tutoria pela internet. Monitoramos a atuação de licenciandos ao longo de três semestres, cujas atividades e interações realizadas com estudantes de Ensino Médio para esclarecimento de dúvidas de Química formaram nossa base de dados. Observamos o caso de uma estudante de MEQVT, denominada Tutora 7A, durante estágio de tutoria pela internet, de onde selecionamos uma amostra de episódios de interação entre essa tutora e estudantes que procuraram o serviço voluntariamente para realização de nossas análises. Partimos dos estudos socioculturais desenvolvidos por Vigotski, Bakhtin, Wertsch, Wells, para investigar a interação dialógica como alternativa para o diálogo a distância. Deste estudo, sugerimos que a aprendizagem dialógica é uma interessante proposta para subsidiar os processos de construção de problemas e de significados...

Atividade de tutoria na educação a distância: um estudo de caso em curso de formação continuada de professores de biologia; Tutoring in Distance Education: a case study in a biology teachers' formation course.

Aluani, Támara
Fonte: Biblioteca Digitais de Teses e Dissertações da USP Publicador: Biblioteca Digitais de Teses e Dissertações da USP
Tipo: Dissertação de Mestrado Formato: application/pdf
Publicado em 26/06/2015 PT
Relevância na Pesquisa
37.68%
Ao longo da história educacional brasileira, diversas foram (e são) as tentativas de melhorar o ensino no país e a Educação a Distância (EaD) pode ser considerada uma importante estratégia utilizada por nossos governantes com tal intuito. Além de contar com novos instrumentos de mediação, a EaD também conta com um novo e importante ator: o tutor. A tutoria e os tutores são o foco de estudo e os sujeitos deste trabalho, que aborda especificamente um curso de Especialização para Docentes em Biologia (EspBio) da Rede São Paulo de Formação Docente (RedeFor). No caso, a escolha da investigação da tutoria dá-se por sua importância no contexto da EaD e pela necessidade de uma melhor caracterização de tal profissional. O referencial escolhido insere-se na perspectiva sócio-histórico cultural e optamos, especificamente, pela Teoria da Atividade (LEONTIEV, 2004), que utiliza a atividade como unidade de análise. Os objetivos gerais da pesquisa eram contribuir para a ampliação do conhecimento sobre a tutoria na Educação a Distância (EaD) analisando-a através da ótica desse referencial, tendo, portanto, foco na atividade em si, bem como em seu contexto de realização e fazer uma caracterização do tutor na EaD...

Tutoring in higher education in Portugal and Spain : lessons learned from six initiatives in place

Flores, Maria Assunção; Simão, Ana Margarida Veiga; Carrasco, Vicente
Fonte: Nova Science Publishers Publicador: Nova Science Publishers
Tipo: Parte de Livro
Publicado em //2012 ENG
Relevância na Pesquisa
37.68%
Tutoring has been one of the issues which have received growing interest within the context of restructuring process in higher education under the so-called Bologna process in Europe. In this paper six tutoring initiatives currently being implemented in Portuguese and Spanish universities are examined in the light of the framework within which tutoring operates in higher education contexts. The various kinds of tutoring — mentoring, curricular tutoring, academic tutoring and training-related tutoring — are implemented in higher educational institutions in an attempt to meet the needs of the students. Data are drawn from the analysis of the reports on six tutoring programs underway in various higher education institutions in Portugal and Spain. In general, they have been put into practice as part of a number of experiences in each of the institutions involved, according to the characteristics of the students and the context. Findings point to the importance and the need of Faculty to be trained in tutoring as well as the need to better clarify the role of the tutor. The paper ends with a number of reflections and recommendations for an improved model of tutoring and guidance as a planned action within higher education. It encompasses a cumulative and consistent process based on a developmental and integral intervention...

Designing an e-tutoring system for large classes: mixed-method research

Jorge, Idalina; Santos, Óscar
Fonte: European Distance and E-Learning Network Publicador: European Distance and E-Learning Network
Tipo: Conferência ou Objeto de Conferência
Publicado em //2013 ENG
Relevância na Pesquisa
37.36%
This study aimed at assessing the perceptions of 167 teachers about the tutoring system adopted in an online training course involving teachers from 20 Schools of Sesimbra, Setúbal and Palmela counties. The course, called “Distributed Knowledge with Web 2.0”, was officially certified as a blended learning modality, with the duration of 50 hours, 41 of which occurred online in two editions, the first in February and the second in July of 2012, each one of them involving respectively 82 and 85 teachers, divided in four classes with about 20 trainees each. This blended learning course was designed at producing educational materials in digital format, and included autonomous and group activities, knowledge sharing and reflection. A learning environment, supported by the Ning platform, was set up. At the end of the course, the trainees answered to a pencil and paper survey, in order to evaluate the adopted online tutoring strategy. Additionally the trainees’ final reports contained evidence of how the trainees assessed the tutoring model component of the course; both the survey and the reports were the basis for this research. The results show that the teachers who attended the two course editions disclosed very positive perceptions about online learning...

Intelligent tutoring system for distance education

Oliveira Neto,Jose Dutra de; Nascimento,Elby Vaz
Fonte: TECSI Laboratório de Tecnologia e Sistemas de Informação - FEA/USP Publicador: TECSI Laboratório de Tecnologia e Sistemas de Informação - FEA/USP
Tipo: Artigo de Revista Científica Formato: text/html
Publicado em 01/04/2012 EN
Relevância na Pesquisa
37.36%
This study aims to develop and implement a tool called intelligent tutoring system in an online course to help a formative evaluation in order to improve student learning. According to Bloom et al. (1971,117) formative evaluation is a systematic evaluation to improve the process of teaching and learning. The intelligent tutoring system may provide a timely and high quality feedback that not only informs the correctness of the solution to the problem, but also informs students about the accuracy of the response relative to their current knowledge about the solution. Constructive and supportive feedback should be given to students to reveal the right and wrong answers immediately after taking the test. Feedback about the right answers is a form to reinforce positive behaviors. Identifying possible errors and relating them to the instructional material may help student to strengthen the content under consideration. The remedial suggestion should be given in each answer with detaileddescription with regards the materials and instructional procedures before taking next step. The main idea is to inform students about what they have learned and what they still have to learn. The open-source LMS called Moodle™ was extended to accomplish the formative evaluation...

FA_PorT : um framework para sistemas portfólio-tutor baseado em agentes; FA_PorT : a framework for portfolio-tutoring systems basead in agents

Medeiros, Fábio Nicácio de
Fonte: Universidade Federal de Alagoas; BR; Modelagem Computacional de Conhecimento; Programa de Pós-Graduação em Modelagem Computacional de Conhecimento; UFAL Publicador: Universidade Federal de Alagoas; BR; Modelagem Computacional de Conhecimento; Programa de Pós-Graduação em Modelagem Computacional de Conhecimento; UFAL
Tipo: Dissertação Formato: application/pdf
POR
Relevância na Pesquisa
37.59%
Distance Education expands the scope of the inside classroom teaching model since anybody, independent of where he lives or how much available time he has, has the opportunity to initiate or complement his studies. Considering access facility, availability and interaction resources provided, the Internet is a midia sufficiently used for Distance Education. This work has as objective the design and implementation of a framework, FA_PorT,for Portfolio-Tutoring systems coupled a Intelligent Tutoring Systems (STI) and using agents and present two applications Portfolio-Tutoring, created from the framework The FA_PorT mainly aiming the design of a model computer-based interactive learning environment for Portfolio-Tutoring systems. Each system Portfolio-Tutoring will be able to be used in the context of environment for EAD in the web. The framework proposed, aims to reuse of internal architecture (or skeleton) of a portfolio-tutoring system based on ITS and Agents, doing with that development time of a new portfolio-tutoring system will be reduced.; A Educação a Distância (EAD) amplia o alcance da modalidade de ensino presencial, já que fornece aos indivíduos, independentemente do local onde moram ou tempo disponível, a oportunidade de iniciar ou complementar seus estudos. Em virtude da facilidade de acesso...

Remote tutoring : a choice for deaf college students : an action research study; Remote tutoring with deaf college students

Bryant, Linda M. ; Mock, Martha
Fonte: University of Rochester Publicador: University of Rochester
Tipo: Tese de Doutorado Formato: Number of Pages:xi, 198, 2 leaves; Illustrations:ill. (some col.)
ENG
Relevância na Pesquisa
37.73%
Thesis (Ed. D.)--University of Rochester. Margaret Warner Graduate School of Education and Human Development, 2011.; Today‘s deaf college students are expected to succeed academically despite language and learning challenges (Paul, 2009). As a support service, the benefits of tutoring have been well documented; however, research using remote tutoring with deaf college students is lacking. This Action Research study examined the activities (actions and interactions) that occurred during twenty-two remote-tutoring sessions with nine deaf students in my English class. Using Dimensional Analysis (Schatzman, 1991), the dimensions used to narrate the remote tutoring process with deaf college students served to inform relevant theory and answered the research question: How does using remote tutoring with deaf college students affect my tutoring practices? Findings pointed to choices as the central perspective revealing students desire options for supplemental learning. These included choice of time for tutoring; choice of type of tutoring (traditional or remote); choice of remote tutoring (asynchronous versus synchronous); choice of remote technologies (webcam, chat, email or videophone); choice of communication (ASL, SimCom or Speech); choice of tutor; and choice of course (e.g....

Controle Inteligente de Tempo Livre em Tutoria Multissessão; Intelligent Control of Free Time in Multi-session Tutoring

GOMES, Viviane Margarida
Fonte: Universidade Federal de Goiás; BR; UFG; Mestrado em Engenharia Elétrica e de Computação; Engenharia Publicador: Universidade Federal de Goiás; BR; UFG; Mestrado em Engenharia Elétrica e de Computação; Engenharia
Tipo: Dissertação Formato: application/pdf
POR
Relevância na Pesquisa
37.36%
Intelligent Tutoring Systems are softwares to provide customized instruction by using techniques of Computational Intelligence. This research proposes the intelligent control of free time (break interval) in multi-session tutoring. The teaching strategy employs tutoring modules with the following steps: 1) video class, 2) exercise, 3) practical suggestion, 4) free time, and 5) revision exercise. As part of the learning environment, free time (step 4) can contribute to increase the knowledge retention. Based on the student performance in exercises, the proposed system uses Reinforcement Learning to control free time durations. The intelligent agent decides according to the policy that has been indicated by the Softmax method. Among the relevant points of this algorithm, it can be highlighted the optimistic initial values, the incremental implementation and the temperature adjustment (Gibbs distribution parameter) to the selection of action. Two student groups have participated of data collection. The experimental group (with intelligent control) has been compared to the control group (where decisions belong to the student). In the groups, the intelligent agent or the student determines the action that will be followed or, in more detail...

The Growing Phenomenon of Private Tutoring

Dang, Hai-Anh; Rogers, F. Halsey
Fonte: World Bank Publicador: World Bank
Tipo: Artigo de Revista Científica
Relevância na Pesquisa
37.59%
Does private tutoring increase parental choice and improve student achievement, or does it exacerbate social inequalities and impose heavy costs on households, possibly without improving student outcomes? Private tutoring is now a major component of the education sector in many developing countries, yet education policy too seldom acknowledges or makes use of it. This survey of the literature examines the extent of private tutoring, identifies the factors that explain its growth, and analyzes its cost-effectiveness in improving student academic performance. It also presents a framework for assessing the efficiency and equity effects of tutoring. The results suggest that even taking equity concerns into account, tutoring can raise the effectiveness of the education system under certain reasonable assumptions. Guidance is offered for attacking corruption and other problems that diminish the benefits of private tutoring.

How to Interpret the Growing Phenomenon of Private Tutoring : Human Capital Deepening, Inequality Increasing, or Waste of Resources?

Dang, Hai-Anh; Rogers, F. Halsey
Fonte: World Bank, Washington, DC Publicador: World Bank, Washington, DC
Relevância na Pesquisa
37.64%
Private tutoring is now a major component of the education sector in many developing countries, yet education policy too seldom acknowledges and makes use of it. Various criticisms have been raised against private tutoring, most notably that it exacerbates social inequalities and may even fail to improve student outcomes. This paper surveys the literature for evidence on private tutoring-the extent of the tutoring phenomenon, the factors that explain its growth, and its cost-effectiveness in improving student academic performance. It also presents a framework for assessing the efficiency and equity effects of tutoring. It concludes that tutoring can raise the effectiveness of the education system under certain reasonable assumptions, even taking into account equity concerns, and it offers guidance for attacking corruption and other problems that diminish the contributions of the tutoring sector.

Private Tutoring in Vietnam: A Review of Current Issues and Its Major Correlates

Dang, Hai-Anh H.
Fonte: World Bank, Washington, D.C. Publicador: World Bank, Washington, D.C.
EN_US
Relevância na Pesquisa
37.55%
Building on the earlier work, this paper provides an updated review of the private tutoring phenomenon in Vietnam in several aspects, including the reasons, scale, intensity, form, cost, and legality of these classes. In particular, the paper offers a comparative analysis of the trends in private tutoring between 1998 and 2006 where data are available. Several (micro-) correlates are examined that are found to be strongly correlated with student attendance at tutoring, including household income, household head education and residence area, student current grade level, ethnicity, and household size. In particular, the analysis focuses on the last three variables, which have received little attention in the previous literature on the determinants of tutoring.

Applying Reinforcement Learning to Take Pedagogical Decisions in Intelligent Tutoring Systems

Iglesias, Ana; Martínez, Paloma; Fernández, Fernando
Fonte: Net4net Publicador: Net4net
Tipo: info:eu-repo/semantics/acceptedVersion; info:eu-repo/semantics/conferenceObject Formato: application/pdf
Publicado em 08/05/2002 ENG
Relevância na Pesquisa
37.36%
In this paper we propose the use of a Reinforcement Learning model that avoids the problems derived from construction of different pedagogic strategies for each student in intlligent tutoring systems. This model consists on defining the pedagogical module of any ITS (domain independent) as an action policy learned by trial and error (as human tutors do). This paper exposes the foundation of a theoretical model, proposing a representation of the domain module in intelligent tutoring systems. Currently, it is being implemented in a specific domain application, the database design learning.; [Proceedings of] 4th International Conference on New Educational Environments, Lugano, Switzerland, May 8-1, 2002

Essays on the effects of parental education and private tutoring on children's education outcomes, and the rural-urban student achievement differential in China

Zhao, Guochang
Fonte: Universidade Nacional da Austrália Publicador: Universidade Nacional da Austrália
Tipo: Thesis (PhD); Doctor of Philosophy (PhD)
EN_AU
Relevância na Pesquisa
37.5%
This thesis includes three empirical chapters, which are self-contained but all related to education inequality in China. Chapter 2 aims to examine the causal effect (nurture effect) of parental education on children's education. Parents and their children share many common characteristics which are often unobserved -- this causes the omitted-variable bias. To eliminate this bias, this chapter uses school interruption during the Chinese Cultural Revolution (CR) as an instrument. The Chinese Cultural Revolution (1966-1976) significantly interrupted one generation's education, but has had no direct effect on the next generation. It naturally provides a valid instrument. The empirical results suggest that in urban China, an one year decrease in parent's schooling because of school interruption during the CR leads to a 0.27-0.38 year decrease in the child's schooling; if a parent did not obtain a university degree because of school interruption during the CR, the child is 35-53 percent less likely to obtain a university degree. The results also suggest that maternal education has a greater influence on children's education than paternal education. Overall, for the particular group whose parental education was changed by the CR, this chapter confirms a significant and sizable nurture effect. Chapter 3 estimates the causal effect of private tutoring on Chinese and mathematics test scores of primary school students in urban China. Because the unobserved determinants of schooling achievement often influence private tutoring expenditure...

Um Sistema Tutor Móvel no Contexto de um Framework de Sistemas de Ensino On-line.; A Móbile Tutoring System in the Contexto f a On-line Education System Framework.

Silva Júnior, Luiz Cláudio Ferreira da
Fonte: Universidade Federal de Alagoas; BR; Modelagem Computacional de Conhecimento; Programa de Pós-Graduação em Modelagem Computacional de Conhecimento; UFAL Publicador: Universidade Federal de Alagoas; BR; Modelagem Computacional de Conhecimento; Programa de Pós-Graduação em Modelagem Computacional de Conhecimento; UFAL
Tipo: Dissertação Formato: application/pdf
POR
Relevância na Pesquisa
37.44%
Since its conception and development, the FA_PorT, a framework that allows the creation of systems education via the Internet, has been shown to be a tool of great potential in the development of applications in the context of distance education via the Internet. However, it was noted that in systems instantiated by FA_PorT, would require a different treatment/custom among the students with unsatisfactory performance in a session of teaching on-line. So the idea was the possibility to set up build custom sessions to these students. Thus, it was proposed that a mobile tutor be increased to FA_PorT, enabling the run of a training session off-line on the machine of the student. The mobile tutoring system allows providing to learners, particularly with unsatisfactory performance, on assistance, since the content of the sessions of the assistance will be set considering the performance obtained by the learner during an on-line teaching session. A mobile tutoring system is migrated through the use of a mobile agent for the learner's computer, providing teaching sessions without having to maintain a connection with the on-line system. Having completed the task of the mobile tutoring system, the mobile agent will come back to the origin computer. The mobile tutoring system was implemented using the Jade for mobile agents; Desde a sua concepção e desenvolvimento...

A preceptoria em serviço de emergência e urgência hospitalar na perspectiva de médicos; The emergency and urgency hospital tutoring in the doctor´s perspective

Sant'Ana, Elisete Regina Rubin de Bortoli
Fonte: Universidade Federal de Goiás; Brasil; UFG; Programa de Pós-graduação em Ensino na Saúde (FM); Faculdade de Medicina - FM (RG) Publicador: Universidade Federal de Goiás; Brasil; UFG; Programa de Pós-graduação em Ensino na Saúde (FM); Faculdade de Medicina - FM (RG)
Tipo: Dissertação Formato: application/pdf
POR
Relevância na Pesquisa
37.44%
The human resources formation in the health care area has been suffering from a series of reconstructions with the purpose of supplying the failures related to solving the population health problems. One of the current challenges is the competent formation of the health care staff, in a way that they are able to act in emergency and urgency situations. And in this scenario, the training hospitals are of utmost importance as they receive a great number of students to be trained. In this context, there was an option to develop a case study with a qualitative approach, with the objective of analyzing the tutorship in the perspective of fifteen doctors who worked in and emergency and urgency health care system from a Federal Teaching Institution in Goiânia-Goiás. The data were collected from January 2013 to March 2013, through very close questionnaires and also semi-structured interviews, followed by a guide with open questions. For the analysis of the data collected in the interviews, Bardin (2009) technique of content analysis was used. From the data analysis, it was established that doctors consider tutoring a key element in the learning process in a practical way and it was also established that being a tutor means provide students the knowledge but also be responsible for their future formation. There were many tutoring activities mentioned...

Cross-Age Tutoring in Kindergarten and Elementary School Settings: A Systematic Review and Meta-Analysis

Shenderovich, Yulia; Thurston, Allen; Miller, Sarah
Fonte: Elsevier Publicador: Elsevier
Tipo: Article; accepted version
EN
Relevância na Pesquisa
37.5%
This is the author accepted manuscript. The final version is available from Elsevier at http://www.sciencedirect.com/science/article/pii/S088303551500035X.; This systematic review summarizes effects of peer tutoring delivered to children between 5 and 11 years old by non-professional tutors, such as classmates, older children and adult community peer volunteers. Inclusion criteria for the review included tutoring studies with a randomized controlled trial design, reliable measures of academic outcomes, and duration of at least 12 weeks. Searches of electronic databases, previous reviews, and contacts with researchers yielded 11,564 titles. After screening, 15 studies were included in the analysis. Cross-age tutoring showed small significant effects for tutees on the composite measure of reading (g = 0.18, 95% CI: 0.08, 0.27, N = 8251), decoding skills (g = 0.29, 95% CI: 0.13, 0.44, N = 7081), and reading comprehension (g = 0.11, 95% CI: 0.01, 0.21, N = 6945). No significant effects were detected for other reading sub-skills or for mathematics. The benefits to tutees of non-professional cross-age peer tutoring can be given a positive, but weak recommendation. Effect Sizes were modest and in the range ?0.02 to 0.29. Questions regarding study limitations...

Intelligent tutoring system for distance education

Oliveira Neto, Jose Dutra de; Nascimento, Elby Vaz
Fonte: Universidade de São Paulo. Faculdade de Economia, Administração e Contabilidade Publicador: Universidade de São Paulo. Faculdade de Economia, Administração e Contabilidade
Tipo: info:eu-repo/semantics/article; info:eu-repo/semantics/publishedVersion; Formato: application/pdf
Publicado em 01/04/2012 ENG
Relevância na Pesquisa
37.36%
This study aims to develop and implement a tool called intelligent tutoring system in an online course to help a formative evaluation in order to improve student learning. According to Bloom et al. (1971,117) formative evaluation is a systematic evaluation to improve the process of teaching and learning. The intelligent tutoring system may provide a timely and high quality feedback that not only informs the correctness of the solution to the problem, but also informs students about the accuracy of the response relative to their current knowledge about the solution. Constructive and supportive feedback should be given to students to reveal the right and wrong answers immediately after taking the test. Feedback about the right answers is a form to reinforce positive behaviors. Identifying possible errors and relating them to the instructional material may help student to strengthen the content under consideration. The remedial suggestion should be given in each answer with detaileddescription with regards the materials and instructional procedures before taking next step. The main idea is to inform students about what they have learned and what they still have to learn. The open-source LMS called Moodle™ was extended to accomplish the formative evaluation...