Difference between revisions of "Tutoring feedback"

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==Brief statement of principle==
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==Description of principle==
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Tutoring feedback is an interactive [[instructional method]] that involves asking students to solve problems or engage in a some constructive activity while a tutor monitors student actions ([[step]]s) and indicates whether or not those actions are correct (i.e., gives feedback).  Tutoring feedback provides a level of instructional [[assistance]] that lies between [[worked examples]] and untutored problem solving (e.g., typical homework).  Like untutored problem solving, tutored problem solving provides less assistance than a worked example because the solution is not given (at least not initially).  However, if a student makes errors, then they get more assistance from tutoring problem solving than untutored problem solving because of the availability of tutoring feedback.
 
Tutoring feedback is an interactive [[instructional method]] that involves asking students to solve problems or engage in a some constructive activity while a tutor monitors student actions ([[step]]s) and indicates whether or not those actions are correct (i.e., gives feedback).  Tutoring feedback provides a level of instructional [[assistance]] that lies between [[worked examples]] and untutored problem solving (e.g., typical homework).  Like untutored problem solving, tutored problem solving provides less assistance than a worked example because the solution is not given (at least not initially).  However, if a student makes errors, then they get more assistance from tutoring problem solving than untutored problem solving because of the availability of tutoring feedback.
  
 
Many of PSLC's LearnLab courses involve the use of computer tutors that provide tutoring feedback.  Such interactive feedback is often not as readily available in more traditional courses and thus the as-is or [[ecological control group]] in PSLC studies may present a harder challenge or high base from which to improve instruction.
 
Many of PSLC's LearnLab courses involve the use of computer tutors that provide tutoring feedback.  Such interactive feedback is often not as readily available in more traditional courses and thus the as-is or [[ecological control group]] in PSLC studies may present a harder challenge or high base from which to improve instruction.
===Operational definition===
 
===Examples===
 
 
==Experimental support==
 
===Laboratory experiment support===
 
===In vivo experiment support===
 
==Theoretical rationale==
 
(These entries should link to one or more [[:Category:Learning Processes|learning processes]])
 
==Conditions of application==
 
==Caveats, limitations, open issues, or dissenting views==
 
==Variations (descendants)==
 
==Generalizations (ascendants)==
 
==References==
 
 
  
 
[[Category:Glossary]]
 
[[Category:Glossary]]
 
[[Category:Independent Variables]]
 
[[Category:Independent Variables]]
 
[[Category:PSLC General]]
 
[[Category:PSLC General]]

Latest revision as of 22:55, 11 December 2007

Tutoring feedback is an interactive instructional method that involves asking students to solve problems or engage in a some constructive activity while a tutor monitors student actions (steps) and indicates whether or not those actions are correct (i.e., gives feedback). Tutoring feedback provides a level of instructional assistance that lies between worked examples and untutored problem solving (e.g., typical homework). Like untutored problem solving, tutored problem solving provides less assistance than a worked example because the solution is not given (at least not initially). However, if a student makes errors, then they get more assistance from tutoring problem solving than untutored problem solving because of the availability of tutoring feedback.

Many of PSLC's LearnLab courses involve the use of computer tutors that provide tutoring feedback. Such interactive feedback is often not as readily available in more traditional courses and thus the as-is or ecological control group in PSLC studies may present a harder challenge or high base from which to improve instruction.