An Adaptive Feedback Framework to Support Reflection, Guiding and Tutoring

An Adaptive Feedback Framework to Support Reflection, Guiding and Tutoring

Evangelia Gouli (University of Athens, Greece), Agoritsa Gogoulou (University of Athens, Greece), Kyparisia A. Papanikolaou (University of Athens, Greece) and Maria Grigoriadou (University of Athens, Greece)
DOI: 10.4018/978-1-59140-690-7.ch008
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In this chapter, an adaptive feedback framework (AFF) is proposed for the provision of personalized feedback accommodating learners’ individual characteristics and needs in the context of computer-based learning environments. Multiple informative, tutoring, and reflective feedback components (ITRFC) are incorporated into the framework, aiming to stimulate learners to reflect on their beliefs, to guide and tutor them towards the achievement of specific learning outcomes and to inform them about their performance. The proposed framework adopts a scheme for the categorization of learners’ answer, introduces a multi-layer structure and a stepwise presentation of the ITRFC and supports adaptation of the provided feedback both in the dimensions of adaptivity and adaptability. The adaptivity of the AFF is based on the gradual provision of the ITRFC and on the adaptive presentation of the ITRFC according to the learner’s knowledge level, preferences and interaction behaviour. The adaptability of the AFF enables learners to have control over the feedback presentation in order to guide the adaptive dimension of the framework. In the context of the Web-based concept map assessment tool referred to as COMPASS, the proposed framework has been adopted for the provision of personalized feedback in concept mapping tasks. A preliminary evaluation of the framework in the context of COMPASS showed that the AFF led the majority of the learners in reviewing their maps, reconsidering their beliefs and accomplishing successfully the underlying concept mapping task.

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Table of Contents
Richard Noss
Chapter 1
Jing P. Fan, Robert D. Macredie
Adaptive hypermedia learning systems can be developed to adapt to a diversity of individual differences. Many studies have been conducted to design... Sample PDF
Gender Differences and Hypermedia Navigation: Principles for Adaptive Hypermedia Learning Systems
Chapter 2
Maria A.M. Souto, Regina Verdin
Our study is concerned with making the instruction suitable to the individual learner’s characteristics. This chapter describes the methodology used... Sample PDF
Modeling Learner's Cognitive Abilities in the Context of a Web-Based Learning Environment
Chapter 3
Mohammed A. Razek, Claude Frasson, Marc Kaltenbach
This chapter describes how we can use dominant meaning to improve a Web-based learning environment. For sound adaptive hypermedia systems, we need... Sample PDF
Dominant Meanings Approach Towards Individualized Web Search for Learning Environments
Chapter 4
Gladys Castillo, João Gama, Ana M. Breda
This chapter presents an adaptive predictive model for a student modeling prediction task in the context of an adaptive educational hypermedia... Sample PDF
An Adaptive Predictive Model for Student Modeling
Chapter 5
Marek Czarkowski, Judy Kay
This chapter describes Tutor3, the latest in a sequence of systems that we have created to provide adaptation of hypertext where the user can... Sample PDF
Giving Learners a Real Sense of Control Over Adaptivity, Even If They Are Not Quite Ready For It Yet
Chapter 6
Kyparisia A. Papanikolaou, Maria Grigoriadou
Recently there has been a growing appreciation concerning learner control over the learning/instructional process, leading to the development of... Sample PDF
Building an Instructional Framework to Support Learner Control in Adaptive Educational Systems
Chapter 7
Jacopo Armani, Luca Botturi
This chapter presents MAID, a complete design method for adaptive courseware tailored for non-technical people. Adaptive hypermedia systems... Sample PDF
Bridging the Gap with MAID: A Method for Adaptive Instructional Design
Chapter 8
Evangelia Gouli, Agoritsa Gogoulou, Kyparisia A. Papanikolaou, Maria Grigoriadou
In this chapter, an adaptive feedback framework (AFF) is proposed for the provision of personalized feedback accommodating learners’ individual... Sample PDF
An Adaptive Feedback Framework to Support Reflection, Guiding and Tutoring
Chapter 9
Boris Gauss, Boris Urbas
This chapter is about the use of metaphors and adaptable navigation in the context of the technological standard SCORM. Our theoretical focus is on... Sample PDF
Adaptable Navigation in a SCORM Compliant Learning Module
Chapter 10
A. Cristea, Craig Stewart
This chapter focuses on the aspect of Authoring in Adaptive Hypermedia from some of its different perspectives. It starts by showing the necessity... Sample PDF
Authoring of Adaptive Hypermedia
Chapter 11
Natasa Hoic-Bozic, Vedran Mornar
This chapter describes an approach to the development of an adaptive hypermedia Web-based educational system and presents the model of an AHyCo... Sample PDF
Authoring of Adaptive Hypermedia Courseware Using AHyCO System
Chapter 12
Anders Broberg
Traditionally, much of the efforts to develop computer-based tools has been concentrated on developing production or authoring tools, such as word... Sample PDF
TEXT-COL: A Tool for Active Reading
Chapter 13
Michael J. Jacobson
In this chapter, it is argued that research involving adaptive educational hypermedia will be advanced by attention to two main areas: (a) the... Sample PDF
From Non-Adaptive to Adaptive Educational Hypermedia: Theory, Research, and Methodological Issues
Chapter 14
Marcus Specht
This chapter presents an overview of research work for contextualized learning, integrating the background of adaptive hypermedia, ubiquitous... Sample PDF
Contextualized Learning: Supporting Learning in Context
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