Effects of training peer tutors in content knowledge versus tutoring skills on giving feedback to help tutees’ complex tasks

This study aims to investigate the effectiveness of training tutors in content knowledge of a particular domain versus training them in tutoring skills of pedagogical knowledge when tutoring on a complex tutee task. Forty-seven tutor-tutee pairs of fourth year secondary school students were created and assigned to one of two treatments. Twenty-two tutors received training in content knowledge and the other twenty-five tutors in tutoring skills. Tutors formulated written feedback immediately after the training. Tutees first interpreted the tutor feedback and then used it to revise their research questions. The results showed that tutors trained in tutoring skills formulated more effective feedback than tutors trained in content knowledge. In addition, tutees helped by tutoring-skills tutors found the feedback more motivating than those helped by content- knowledge tutors. However, no differences were found in tutee performance on revision. The findings are discussed in terms of the set-up of this study and implications for improving the effectiveness of peer tutoring.

Comparing architectural styles for distributed expert knowledge modules in intelligent tutoring systems

Intelligent Tutoring Systems (ITSs) are computerized systems for learning-by-doing. These systems provide students with immediate and customized feedback on learning tasks. An ITS typically consists of several modules that are connected to each other. This research focuses on the distribution of the ITS module that provides expert knowledge services. For the distribution of such an expert knowledge module we need to use an architectural style because this gives a standard interface, which increases the reusability and operability of the expert knowledge module. To provide expert knowledge modules in a distributed way we need to answer the research question: ‘How can we compare and evaluate REST, Web services and Plug-in architectural styles for the distribution of the expert knowledge module in an intelligent tutoring system?’. We present an assessment method for selecting an architectural style. Using the assessment method on three architectural styles, we selected the REST architectural style as the style that best supports the distribution of expert knowledge modules. With this assessment method we also analyzed the trade-offs that come with selecting REST. We present a prototype and architectural views based on REST to demonstrate that the assessment method correctly scores REST as an appropriate architectural style for the distribution of expert knowledge modules.