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Grounding Collaborative Learning in Semantics-Based Critiquing

Grounding Collaborative Learning in Semantics-Based Critiquing

William K. Cheung, Anders I. Mørch, Kelvin C. Wong, Cynthia Lee, Jiming Liu, Mason H. Lam
Copyright: © 2007 |Volume: 5 |Issue: 2 |Pages: 16
ISSN: 1539-3100|EISSN: 1539-3119|ISSN: 1539-3100|EISBN13: 9781615202300|EISSN: 1539-3119|DOI: 10.4018/jdet.2007040104
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MLA

Cheung, William K., et al. "Grounding Collaborative Learning in Semantics-Based Critiquing." IJDET vol.5, no.2 2007: pp.40-55. http://doi.org/10.4018/jdet.2007040104

APA

Cheung, W. K., Mørch, A. I., Wong, K. C., Lee, C., Liu, J., & Lam, M. H. (2007). Grounding Collaborative Learning in Semantics-Based Critiquing. International Journal of Distance Education Technologies (IJDET), 5(2), 40-55. http://doi.org/10.4018/jdet.2007040104

Chicago

Cheung, William K., et al. "Grounding Collaborative Learning in Semantics-Based Critiquing," International Journal of Distance Education Technologies (IJDET) 5, no.2: 40-55. http://doi.org/10.4018/jdet.2007040104

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Abstract

In this article we investigate the use of latent semantic analysis (LSA), critiquing systems, and knowledge building to support computer-based teaching of English composition. We have built and tested an English composition critiquing system that makes use of LSA to analyze student essays and compute feedback by comparing their essays with teacher’s model essays. LSA values are input to a critiquing component to provide a user interface for the students. A software agent can also use the critic feedback to coordinate a collaborative knowledge-building session with multiple users (students and teachers). Shared feedback provides seed questions that can trigger discussion and extended reflection about the next phase of writing. We present the first version of a prototype we have built and report the results from three experiments. We end the paper by describing our plans for future work.

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