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dc.contributor.authorScheuer, Oliver
dc.contributor.authorMclaren, Bruce M.
dc.contributor.authorWeinberger, Armin
dc.date.accessioned2019-07-20T19:49:59Z
dc.date.accessioned2020-01-08T18:52:28Z-
dc.date.available2019-07-20T19:49:59Z
dc.date.available2020-01-08T18:52:28Z-
dc.date.issued2013-06
dc.identifier.citationScheuer, O., Mclaren, B. M., & Weinberger, A. (2013). Automated and Adaptive Support for Educational Discussions: Results to Guide in Making This a Reality. In Rummel, N., Kapur, M., Nathan, M., & Puntambekar, S. (Eds.), To See the World and a Grain of Sand: Learning across Levels of Space, Time, and Scale: CSCL 2013 Conference Proceedings Volume 2 — Short Papers, Panels, Posters, Demos & Community Events (pp. 349-350). Madison, WI: International Society of the Learning Sciences.en_US
dc.identifier.urihttps://doi.dx.org/10.22318/cscl2013.2.349
dc.identifier.urihttps://repository.isls.org//handle/1/1905-
dc.description.abstractA potential way to enhance CSCL systems with adaptive support is to capitalize on the pre-structuring of student input that comes from the use of sentence openers and diagram references. An analysis of students' use of structuring elements reveals differences in the level of their adoption and a variety of ways in which students interpreted their task and used the learning environment for their purposes. We discuss possible enhancements to facilitate automated interpretation that might guide students towards more effective discussions.en_US
dc.language.isoenen_US
dc.publisherInternational Society of the Learning Sciencesen_US
dc.titleAutomated and Adaptive Support for Educational Discussions: Results to Guide in Making This a Realityen_US
dc.typePoster Papersen_US
Appears in Collections:CSCL 2013

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