Much current research exalts the benefits of having students facilitate weekly discussions in asynchronous online courses. This study seeks to add to what is known about student moderation through an analysis of the types of questions students use to spur each discussion. Prior experimental work has demonstrated that the types of questions posed by instructors influence the cognitive levels of ...

In this study, the researchers investigated a critical aspect of EFL/ESL writing pedagogy-the impact of teacher written commentary on student writer’s earlier drafts. Compositions of 80 Iranian undergraduate English majors were commented on using a trio of imperatives, statements, and questions on both content and form. Overall, the results indicated that the comments in the imperative form hel...

This paper presents an open user modeler called the mirror modeler that pretends to be the student and solves sample questions while the student watches mimicking student errors. This ability when added to an interactive teaching environment seems to greatly facilitate the learning process for two types of mathematical series while raising a serious question about the complexity of the third.

Undergraduate experiences in lower-division science courses are important factors in student retention in science majors. These courses often include a lecture taught by faculty, supplemented by smaller sections, such as discussions and laboratories, taught by graduate teaching assistants (GTAs). Given that portions of these courses are taught by different instructor types, this study explored ...

Language learning styles are among the main factors that help determine how –and how well–our students learn a second or foreign language. In the traditional classroom, the primarymode of interaction was face-to-face dialogue between the teacher and the student. This studypresents an analysis of the types of interaction in Jahad-e-Daneshgahi Institute, among 45EFL students in Miyaneh city, and ...

In a study of South Sudanese adult student participation in Australian learning environments, it was found that student expectations in the areas of classroom behaviours, teacher monitoring of learning and student competition in a formal learning context were consistent across contexts, despite entry level of education. However, teacher expectations varied according to the learning environment,...

We examine the utility of multiple types of turn-level and contextual linguistic features for automatically predicting student emotions in human-human spoken tutoring dialogues. We first annotate student turns in our corpus for negative, neutral and positive emotions. We then automatically extract features representing acoustic-prosodic and other linguistic information from the speech signal an...