Please use this identifier to cite or link to this item: https://repository.isls.org//handle/1/4364
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dc.contributor.authorSingley, Mark K.
dc.contributor.authorFairweather, Peter G.
dc.contributor.authorSwerling, Steven
dc.date.accessioned2020-02-18T21:12:35Z
dc.date.accessioned2020-02-19T19:11:54Z-
dc.date.available2020-02-18T21:12:35Z
dc.date.available2020-02-19T19:11:54Z-
dc.date.issued1999-12
dc.identifier.citationSingley, M. K., Fairweather, P. G., & Swerling, S. (1999). Team Tutoring Systems: Reifying Roles in Problem Solving. In Hoadley, C. M. & Roschelle, J. (Eds.), Proceedings of the Computer Support for Collaborative Learning (CSCL) 1999 Conference. Palo Alto, CA: International Society of the Learning Sciences.en_US
dc.identifier.urihttps://doi.dx.org/10.22318/cscl1999.756
dc.identifier.urihttps://repository.isls.org//handle/1/4364-
dc.description.abstractWe are pursuing the notion of a Team Tutoring System, an intelligent tutoring system that monitors and manages teams of students as they collaborate synchronously and remotely to solve extended, distributed, multi-step problems. Our system, named Algebra Jam, provides opportunities for each team member to take on a variety of roles in order to come to know the domain from a variety of perspectives. To do this, we are defining a typology of collaborative problem solving roles, reifying these roles at the problem solving interface, and accumulating evidence about individual behavior and group problem solving performance in a Bayesian inference network.en_US
dc.language.isoenen_US
dc.publisherInternational Society of the Learning Sciences (ISLS)en_US
dc.titleTeam Tutoring Systems: Reifying Roles in Problem Solvingen_US
dc.typePapersen_US
Appears in Collections:CSCL 1999

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