The Future of Adaptive Learning: Does the Crowd Hold the Key?-Reference-Cited by-同舟云学术

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The Future of Adaptive Learning: Does the Crowd Hold the Key?

Published:2016-02-02 Issue:2 Volume:26 Page:615-644
ISSN:1560-4292
Container-title:International Journal of Artificial Intelligence in Education
language:en
Short-container-title:Int J Artif Intell Educ

Author:

Heffernan Neil T.,Ostrow Korinn S.,Kelly Kim,Selent Douglas,Van Inwegen Eric G.,Xiong Xiaolu,Williams Joseph Jay

Funder

National Science Foundation

GAANN

The Spencer Foundation

U.S. Department of Education

Office of Naval Research

Bill and Melinda Gates Foundation

Educause

Publisher

Springer Science and Business Media LLC

Subject

Computational Theory and Mathematics,Education

Link

http://link.springer.com/content/pdf/10.1007/s40593-016-0094-z.pdf

Reference49 articles.

1. Aleahmad, T., Aleven, V., and Kraut, R. (2008). Open community authoring of targeted worked example problems. In Woolf, Aimeur, Nkambou, & Lajoie (eds) Proceedings of the 9th International Conference on Intelligent Tutoring Systems. Springer-Verlag. pp. 216–227.

2. Anderson, A., Huttenlocher, D., Kleinberg, J., & Leskovec, J. (2012, August). Discovering value from community activity on focused question answering sites: a case study of stack overflow. In Proceedings of the 18th ACM SIGKDD international conference on Knowledge discovery and data mining (pp. 850–858). ACM.

3. Askey, R. (1999). Knowing and teaching elementary mathematics. American Educator, 23, 6–13.

4. Attali, Y., & Powers, D. (2010). Immediate feedback and opportunity to revise answers to open-ended questions. Educational and Psychological Measurement, 70(1), 22–35.

5. Bangert-Drowns, R. L., Kulik, C. C., Kulik, J. A., & Morgan, M. T. (1991). The instructional effect of feedback in test-like events. Review of Educational Research, 61, 213–238.

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