A walk on the WILD side: how wireless handhelds may change CSCL
CSCL '02 Proceedings of the Conference on Computer Support for Collaborative Learning: Foundations for a CSCL Community
Collaborative ways of knowing: issues in facilitation
CSCL '02 Proceedings of the Conference on Computer Support for Collaborative Learning: Foundations for a CSCL Community
Critical Thinking Environments for Science Education
Proceedings of the 2005 conference on Artificial Intelligence in Education: Supporting Learning through Intelligent and Socially Informed Technology
Building Intelligent Interactive Tutors: Student-centered strategies for revolutionizing e-learning
Building Intelligent Interactive Tutors: Student-centered strategies for revolutionizing e-learning
Coaching within a domain independent inquiry environment
ITS'06 Proceedings of the 8th international conference on Intelligent Tutoring Systems
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This research explores the use of software to move higher education towards more active student learning including inquiry, problem-based and cooperative learning. Active students ask their own questions, engage in hypothesis generation, make and test predictions about theories, are involved in reasoning and address their own misunderstandings. These activities place heavy demands on the faculty and are rarely allowed in large classrooms. The challenge is to support this type of inquiry learning without also adding and excessive burden to faculty time.We have built and evaluated software that supports inquiry learning in classrooms. The software supports students to reason about a phenomenon, make mistakes and monitor their own scientific processes. Intelligent tutoring and a discovery approach guide students' inquiry in problem-cases. The software provides some of the efficiency needed to make inquiry-oriented instruction more widely available and enhance problem-solving activities during classtime.We are expanding this model for inquiry-based learning across three domains, several institutions and teaching style. Student performance will be measured, providing empirical evidence for the portability of inquiry-oriented instruction for college-level classrooms. We will evaluate the comparative results concerning the differential effects of these interventions in each environment.