Learning from human tutoring

By Michelene T. H. Chi, Stephanie Siler, Heisawn Jeong, T. Yamauchi, Robert G. M. Hausmann. Cognitive Sciences, 2001

1,022 citations recorded by the source corpus.

Subfields: Artificial Intelligence, Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/09a99d4d0fb0d380325d10e44256d98d7aa6de4f

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Citations in the corpus

Active-Constructive-Interactive: A Conceptual Framework for Differentiating Learning Activities (2009, background): “A partner’s contribution can also contain new information (Chi et al., 2001), so the ‘‘speaker’’ can enrich her knowledge.”
Researching feedback dialogue: an interactional analysis approach (2017, methodology): “Another coding approach involved using categories, developed by Chi et al. (2001), such as giving explanations, corrective feedback and suggestive feedback.”
The influence of framing on transfer: initial evidence from a tutoring experiment (2011, methodology): “Cardiovascular system pre/post test At the beginning and end of day 1’s tutoring session, a written pre/post test (adapted from questions used by Chi et al. 1994, 2001) measured students’ knowledge of the target facts and principles about the cardiovascular system that could be applied to the…”
Understanding feedback: A learning theory perspective (2013, background): “, 2010, 2012; Scheeler & Lee, 2002), feedback should be given immediately and/or timely (Auld et al., 2010). In addition, Van der Kleij et al. (2012; from social constructivism) described that feedback can be provided immediate or delayed. Others are slightly vaguer in their formulations. For instan”
AutoTutor and affective autotutor: Learning by talking with cognitively and emotionally intelligent computers that talk back (2012, background): “…1978] and by previous empirical research that has documented the collaborative constructive activities that routinely occur during human tutoring [Chi et al. 2001; D Mello et al. 2010a, 2010e; Fox 1993; Graesser and Person 1994; Graesser et al. 1995; Moore 1995; Shah et al. 2002; VanLehn et…”
Scaffolding Self-regulated Learning and Metacognition – Implications for the Design of Computer-based Scaffolds (2005, background): “Scaffolding is a critical component in facilitating students’ learning (see Chi et al., 1994, 2001 ).”
When Are Tutorial Dialogues More Effective Than Reading? (2007, methodology): “Chi et al. (2001) found that measures of student participation in the dialogue correlated strongly with posttest scores.”
Feedback Dialogues That Stimulate Students' Reflective Thinking (2013, methodology): “Verbal feedback during the dialogues was analyzed based on the categorization of Chi et al. (2001), containing didactical explanations, corrective feedback, and suggestive feedback.”
Goals and Strategies of a Problem-based Learning Facilitator (2006, neutral): “• volume 1, no. 1 (Spring 2006) in the same way as Chi, Siler, Jeong, Yamauchi, and Hausman (2001) have argued that good tutors do.”
Inference to the Best Explanation (IBE) Versus Explaining for the Best Inference (EBI) (2015, background): “In one study (Chi et al. 2001), novice tutors engaged in explanation as 53 % of their overall ‘‘instructional moves,’’ which suggests that having students tutor each other might increase their tendency to engage in explanation.”
Scaffolding in Teacher–Student Interaction: A Decade of Research (2010, neutral): “In the studies by Murphy and Messer (2000), Pratt and Savoy-Levine (1998), Chiu et al. (2002), and Chi et al.”
Decreasing Cognitive Load for Novice Students: Effects of Explanatory versus Corrective Feedback in Discovery-Based Multimedia (2004, background): “However, in a study on one-to-one tutoring interactions, Chi and colleagues ( Chi, Siler, Jeong, Yamauchi and Hausmann 2001 ) found that when tutors provided prompts alone, students learned as effectively as when tutors gave them explanations and feedback, a finding that was interpreted as a result ”
AutoTutor: an intelligent tutoring system with mixed-initiative dialogue (2005, background): “collaborative constructive activities that routinely occur during human tutoring [ 7 , 8]. The”
The effect of directive tutor guidance in problem-based learning of statistics on students’ perceptions and achievement (2009, background): “The benefit of human tutoring has been demonstrated in many studies (Chi 1996; Chi et al. 2001; Graesser et al. 1995).”
The impact of text coherence on learning by self-explanation (2007, methodology): “…in a wide variety of domains (e.g. physics problem solving (Chi et al., 1989; Conati & VanLehn, 2000) probability (Renkl, 1997); cardio-vascular system (Chi et al., 1994, 2001), geometry (Aleven & Koedinger, 2002), history (Wolfe & Goldman, 2005), and Lisp programming (Bielaczyc et al., 1995)).”
Exploring evolutions in reciprocal peer tutoring groups' socially shared metacognitive regulation and identifying its metacognitive correlates (2015, methodology): “First, each RPT-session was segmented into ‘episodes’ according to changes in the topic of discussion (Chi et al., 2001).”
Organizing Instruction and Study to Improve Student Learning. IES Practice Guide. NCER 2007-2004. (2007, background): “, Clark and Mayer (2003); Griffin, Case, and Siegler (1994); Kalchman and Koedinger (2005); Kalchman, Moss, and Case (2001); Mayer (2001); Mayer and Anderson (1991; 1992); Mayer and Moreno (1998); Moreno and Mayer (1999a; 1999b); Moss (2005). 103 E.g., Griffin, Case, and Siegler (1994); Kalchman, Mo”