Reciprocal Tutoring: Design with Cognitive Load Sharing

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Please use this identifier to cite or link to this item: https://ir.lib.ncu.edu.tw/handle/987654321/107525

Title:	Reciprocal Tutoring: Design with Cognitive Load Sharing
Authors:	陳德懷;Chou, Chih-Yueh;Chan, Tak-Wai
Contributors:	資訊電機學院網路學習科技研究所
Keywords:	Artificial Intelligence;Brain research;Classrooms;Cognitive Processes;Cognitive Style;Collaborative learning;Competition;Computer Science;Computers;Computers and Education;Cost Effectiveness;Design;Difficulty Level;Educational Benefits;Educational Technology;Instructional Design;Intelligent Tutoring Systems;Learning;Learning Activities;Lifelong learning;Load sharing;Metacognition;Peer Teaching;Personal computers;Protocol;Robots;Role;Roles;Scaffolding (Teaching Technique);Students;Task Analysis;Teaching;Tutoring;Undergraduate Students;User Interfaces and Human Computer Interaction
Date:	2016-03-01
Issue Date:	2026-04-23 14:16:27 (UTC+8)
Publisher:	Springer US;New York: Springer New York
Abstract:	摘要： Reciprocal tutoring , as reported in “Exploring the design of computer supports for reciprocal tutoring” (Chan and Chou 1997 ), has extended the meaning and scope of intelligent tutoring originally implemented in standalone computers. This research is a follow-up to our studies on a learning companion system in the late 1980s and its network version, Distributed West, in the early 1990s. In this commentary paper, we first provide the history of and rationale behind our research. We pose and discuss six design dimensions that comprise 12 design questions. This is done on the basis of our previous experience and current knowledge as well as by reexamining the design approach, cognitive load sharing , in the original paper. Our purpose is to shed light on the future design of reciprocal tutoring. O ne-to-one classrooms, in which students learn with their personal computing devices (Chan et al. 2006 ), are becoming prevalent in practice; therefore, we expect that reciprocal tutoring—learning-by-tutoring and learning-by-being-tutored—will also become widespread. 其他題名： Int J Artif Intell Educ 出版者： New York: Springer New York 出版日期： 2016-03 出處： International journal of artificial intelligence in education, 2016-03, Vol.26 (1), p.512-535 資源來源： SpringerLink Journals 版權： International Artificial Intelligence in Education Society 2015 版權： International Artificial Intelligence in Education Society 2015. 識別號： ISSN: 1560-4292 識別號： ISSN: 1560-4306 識別號： EISSN: 1560-4306 識別號： DOI: 10.1007/s40593-015-0083-7
Appears in Collections:	[Graduate Institute of Network Learning Technology] journal & Dissertation

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