Scaffolding Student Teachers' Information-Seeking Behaviours with a Network-Based Tutoring System

Autor/inn/en	Poitras, Eric; Mayne, Zachary; Huang, Lingyun; Udy, Laurel; Lajoie, Susanne
Titel	Scaffolding Student Teachers' Information-Seeking Behaviours with a Network-Based Tutoring System
Quelle	In: Journal of Computer Assisted Learning, 35 (2019) 6, S.731-746 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Poitras, Eric)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0266-4909
DOI	10.1111/jcal.12380
Schlagwörter	Student Teachers; Independent Study; Scaffolding (Teaching Technique); Information Seeking; Tutoring; Web Browsers; Computer Uses in Education; Artificial Intelligence + Suchen Sie Ihr Suchwort? Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Selbststudium; Informationserschließung; Förderkonzept; Nachhilfeunterricht; Computernutzung; Künstliche Intelligenz
Abstract	Student teachers' instructional planning requires them to regulate certain aspects of their own learning while designing lessons. The aim of this study is to support student teachers' self-regulated learning through the convergence effect, where network-based tutors are designed to optimize system recommendations of online resources based on information-seeking behaviours. A total of 68 student teachers were randomly assigned to either a dynamic or static version of nBrowser, which converged a network or not towards an optimal configuration. The structural equation model suggests that student teachers spent less time during the learning session using the dynamic version of nBrowser. Although student teachers were found to be more efficient in seeking and acquiring information and reported knowledge gains, they failed to perform better than those assigned to the static condition on the lesson plan design task. We discuss the implications for the convergence effect in the context of network-based tutors. (As Provided).
Anmerkungen	Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01