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ERIC Number: EJ1022903
Record Type: Journal
Publication Date: 2014-Mar
Abstractor: As Provided
Reference Count: 8
Does Artificial Tutoring Foster Inquiry Based Learning?
Schmoelz, Alexander; Swertz, Christian; Forstner, Alexandra; Barberi, Alessandro
Science Education International, v25 n1 p123-129 Mar 2014
This contribution looks at the Intelligent Tutoring Interface for Technology Enhanced Learning, which integrates multistage-learning and inquiry-based learning in an adaptive e-learning system. Based on a common pedagogical ontology, adaptive e-learning systems can be enabled to recommend learning objects and activities, which follow inquiry-based learning (IBL) and multistage learning (MSL) pathways. This paper will show how learning activities and pathways are formalized so that they become suitable for artificial tutoring. Therefore relations between different IBL & MSL learning objects are established as learning pathways, in a way that they become readable to e-learning systems. Developing specifications for pedagogical meta-data and pedagogical rules derived from learning pathways provide the opportunity to connect technology enhanced learning with IBL & MSL. The reader will learn how the complex structure of inquiry-based learning and multistage learning was adopted to the extent that it can be facilitated by adaptive e-learning systems. Results show that the transition from IBL to computational IBL requires a certain adaption of the student-centred notion to become feasible for computational formalities.
Descriptors: Inquiry, Active Learning, Intelligent Tutoring Systems, Electronic Learning, Learning Activities, Metadata, Learning Processes, Educational Technology, Science Education, Integrated Learning Systems
International Council of Associations for Science Education. Dokuz Eylul University Faculty of Education, Buca, Izmir 35150, Turkey. Tel: +90-532-4267927; Fax: +90-232-4204895; Web site: http://icaseonline.net
Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
Authoring Institution: N/A