Can Tutors Monitor Students' Understanding Accurately?

By Michelene T. H. Chi, Stephanie Siler, Heisawn Jeong. 2004

228 citations recorded by the source corpus.

Subfields: Artificial Intelligence, Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/65f8ea5acbb0517b6ac66fd00a43cc55440a4911

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In Artificial Intelligence

In Developmental and Educational Psychology

In Education

Citations in the corpus

The Relative Effectiveness of Human Tutoring, Intelligent Tutoring Systems, and Other Tutoring Systems (2011, background): “Although human tutors usually know which correct knowledge components their tutees had not yet mastered, the tutors rarely know about their tutees’ misconceptions, false beliefs, and buggy skills (M. T. H. Chi, Siler, & Jeong, 2004; Jeong, Siler, & Chi, 1997; Putnam, 1987).”
Why is externally-facilitated regulated learning more effective than self-regulated learning with hypermedia? (2008, methodology): “We followed Azevedo and colleagues’ method (Azevedo and Cromley 2004; Azevedo et al. 2004a, b, 2005; Greene and Azevedo 2005) for analyzing the participants’ mental models, which is based on Chi and colleagues’ research ( Chi et al. 1994, 2001, 2004 ).”
Feedback Strategies for Interactive Learning Tasks (2007, background): “How challenging an accurate diagnosis might be was elicited in a recent study of Chi et al. (2004) on the accuracy of human tutors.”
Handbook of Research on Learning and Instruction (2011, background): “Thus, children were taught to move based on elite, adult movement models rather than developmentally appropriate patterns such as those that Roberton (1982) described.”
Tutor learning: the role of explaining and responding to questions (2008, background): “Tutors also have the difficult task of monitoring their tutees’ understanding (Chi et al. 2004; Foot et al. 1997).”
Adaptive Human Scaffolding Facilitates Adolescents’ Self-regulated Learning with Hypermedia (2005, background): “Adaptive scaffolding by a human (e.g., Chi et al., 2001, 2004 ) or computerized tutor (Aleven & Koedinger, 2002) has been consistently shown to support certain aspects of students’ learning such as metacognitive monitoring.”