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Cooperative Learning Online in Higher Education. Second Experience at Roma Tre University, Italy  [PDF]
Concetta La Rocca
Open Journal of Social Sciences (JSS) , 2015, DOI: 10.4236/jss.2015.34011
Abstract: This study presents the procedures and results of online cooperative learning activities carried out by the students in the a.y. 2013/14 in two academic courses at the Department of Education at Roma Tre University (Italy): “General Didactic” (GD), First-level Degree in Education Sciences and “Educational Strategies and New Communication Processes” (ES), Second-level Degree in Professional Community Educator. It constitutes the continuation of the first pilot study, carried out only in the teaching of GD in the academic year 2012/13 which has already been reported in a previous publication [1]; this second experience is built in a perspective of continuity and difference from the first one. This study is divided into two interventions: a) description and analysis of the data collected following the administration of a questionnaire, said barometer, developed to detect the climate experienced by the students involved in the online working groups; b) investigation of the relapse that collaborative activities produced on the performance. In particular, we observe that the average mark obtained in the exam of “General Didactics” by the students in cooperative is on average higher than others, and that in the first group there is less “sigma” compared to the second group.
ICT and Inclusion in Higher Education: A Comparative Approach  [PDF]
Valentina Della Volpe
Open Journal of Social Sciences (JSS) , 2015, DOI: 10.4236/jss.2015.39007

The following research describes an attempt to combine ICT and Special Education through an inclusive pedagogical perspective. It examines how an innovative use of Information and Communication Technology can help create inclusive environments on the web. Specifically, the study focuses on the way the University responds to diversity and to e-inclusion through some development phases of an experimental research project, which is most far-reaching called “Network@ccessible: teaching/learning together and for everyone in a life project” carried out by six Italian universities and research institutions, from 2009 to 2014, and involved 1174 students (1.6% disabled students). This study is split into two main parts: 1) description and analysis of the data collected following the administration of an inquiry tool, developed to detect the climate experienced by the students involved in the online working groups; 2) investigation and detection of the elements of change that can encourage the process of inclusion in online learning environments to acquire credits allocated to the university courses. This study proposes further research to take place in the area of inclusive online university courses.

Tutoring knowledge modeling in an ITS
STICEF , 2011,
Abstract: This communication proposes a synthesis on the topic of modeling tutoring knowledge in intelligent tutoring systems. Its origins and challenges are exposed, as well as research results and tendencies. Issues of characterizing tutoring, defining it, identifying sources of knowledge, and modeling techniques are presented and discussed. A description of tutoring functions and variables is proposed, as well as hypotheses that have been formulated for design, implementation and evaluation of intelligent tutoring systems. The issue of adaptation, essential for intelligent tutoring systems, is privileged.
Héctor José Peinado-Guevara,Víctor Manuel Peinado-Guevara,José Antonio Huerta-Sandoval,Franklin Mendoza-Zamora
Ra Ximhai , 2011,
Abstract: The semipresential modality at high school level for adults, as the offered in the nightlife high school of the Universidad Autonoma de Sinaloa, that creates high expectations for Sinaloa′s society, to give the student an opportunity to continue its educational development in high school level and, lead him to continue with their vocational training. With this investigation, and given to their conditions, the objective it′s to know the competitive level at the beginning and during the development in the institution, also to identify the influence of the school tutoring in the development of adult students in high school. It was identified the income profile of students to the institution; was necessary to rescue the results of CENEVAL and EDAOM tests, practiced at the entry of students to the institution. Together this tools, was necessary to practice two questionnaires to evaluate the students perception about their teachers; and another one to identify the main problems they faced and the function of their school tutor in the institution. With the data obtained, were identified some deficiencies of semipresential system, especially in educational planning. Even though the students recognizes that the tutoring its fundamental to the incorporation of students to academic activities and that exists a high level of acceptance to the programs set by the institution.
Intensified Leveling and Assessment System in Intelligent Tutoring using Decision Tree and Item Response Theory
R. Kavitha
International Journal of Computer Technology and Applications , 2011,
Abstract: Due to the rapid growth of information and communication technology, the educationenvironment has being enriched and become more diversified. Hence computer based assessment came as a prevalent method of administering the tests. Randomization of test items here may produce unfair effect on test takers which is unproductive in the outcome of the test. There is a need to develop the Intelligent Tutoring System that assigns intelligent question depending on the student’s response in the testing session. It will be more productive when the questions are assigned based on the learner ability in the early stage itself. So, this study focus on building up a framework to automatically assign intelligent question based on the learner ability not only all through the session, but also on entry. At end, automatic up gradation of the question levels can be done dynamically. The questions are classified based on item difficulty using Item Response Theory model. The learners are classified based on their level by Decision Tree using ID3 algorithm. Thereby the objective of Intelligent Tutoring System is achieved by using adaptability and intelligence in testing
A Pedagogical Agent as an Interface of an Intelligent Tutoring System to Assist Collaborative Learning  [PDF]
Ana Lilia Laureano-Cruces, Enrique Acu?a-Gardu?o, Lourdes Sánchez-Guerrero, Javier Ramírez-Rodríguez, Martha Mora-Torres, Blanca R. Silva-López
Creative Education (CE) , 2014, DOI: 10.4236/ce.2014.58073

This article discusses the aspects that are recommendable when designing an interface that includes a collaborative pedagogical agent within a context in which the collaborative learning process is reinforced by the task distribution process that goes with it. The concept of the intelligent tutoring system, conceived as a pedagogical interface agent (interface with human features that permits interaction between system and user), forms the basis of this study. The pedagogical agent is constituted by an intelligent tutoring system that makes a diagnosis adapted to needs of students, so as to improve the learning process. This is achieved by dynamic interaction on a system that has a collaborative and distributed interaction facility, in which the agent is conceived as an educational tool.

Collaborative Learning in Higher Education  [PDF]
Concetta La Rocca, Massimo Margottini, Rosa Capobianco
Open Journal of Social Sciences (JSS) , 2014, DOI: 10.4236/jss.2014.22009

This paper presents the procedures and the outcomes of collaborative activities and of peer tutoring carried out by the students in the teaching of “General Didactics”, held at the University of Roma Tre, in ay 2012/13.

Theoretical and Conceptual Approaches to Co-Regulation: A Theoretical Review  [PDF]
Javier Moreno, Luis Sanabria, Omar López
Psychology (PSYCH) , 2016, DOI: 10.4236/psych.2016.713153
Abstract: During the last two decades, interpersonal regulation in natural and digital learning environments has gained importance. Ever since the first conceptual and methodo-logical precisions regarding collaborative learning were made, educational psychology has focused its interest on analyzing collective regulation of motivation, cognition, and behavior. Despite the fact that the body of research on co-regulation has grown, emerging epistemological frameworks evidence a lack of conceptual and theoretical clarity. In response to this situation, the authors propose a conceptual approach in order to address interpersonal regulation in four aspects: first, they describe three learning theories which have been used to study co-regulation. Second, the authors recommend a conceptual delimitation of terms regarding the learning theories on social regulation. Third, they highlight diffuse boundaries between theoretical ap-proaches and terms used in the literature on co-regulation. Finally, the authors suggest some challenges the researchers in this field face.
Un modelo tutorial entre compa?eros como apoyo al aprendizaje autónomo del inglés
Viáfara González,John Jairo; Ariza Ariza,Judith Aleida;
íkala, Revista de Lenguaje y Cultura , 2008,
Abstract: this article presents the phases of diagnosis, planning and implementation of a tutoring model which supports autonomous learning in language students at a public university in colombia. the research process permitted us to outline the design of the basic principles in peer-tutoring, the profile of the student-tutor and the model of the tutoring process to be implemented at a later stage.
Interweaving Autonomous Learning and Peer-tutoring in Coaching EFL Student-Teachers
Ariza Ariza,Aleida; Viáfara González,John Jairo;
Profile Issues in Teachers` Professional Development , 2009,
Abstract: in this article we share the findings on the exploration of undergraduate efl (english as a foreign language) student-teachers' professional preparation and autonomous practices. participants were tutees who attended tutorial sessions with peers in higher semesters. in this context, tutoring was based on a model we designed. as the model was implemented, they collected information by means of multiple qualitative research instruments. results indicate that tutees' learning process was strongly influenced by their personality and attitudes. similarly, tutees expanded their views in regard to the english language, its learning, and their communicative competence. finally, we pinpoint some considerations for others interested in adopting this pedagogical strategy.
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