Grounding collaborative learning in semantics-based critiquing

Kwok Wai CHEUNG; Anders I. Mørch; Kelvin C K WONG; Cynthia F K LEE; Jiming LIU; Mason H. Lam

doi:10.4018/978-1-60566-342-5.ch009

Grounding collaborative learning in semantics-based critiquing

Kwok Wai CHEUNG, Anders I. Mørch, Kelvin C K WONG, Cynthia F K LEE, Jiming LIU, Mason H. Lam

Research output: Chapter in book/report/conference proceeding › Chapter › peer-review

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.

Original language	English
Title of host publication	Methods and Applications for Advancing Distance Education Technologies
Subtitle of host publication	International Issues and Solutions
Publisher	IGI Global
Pages	106-119
Number of pages	14
ISBN (Print)	9781605663425
DOIs	https://doi.org/10.4018/978-1-60566-342-5.ch009
Publication status	Published - 2009

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Social Sciences(all)

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title = "Grounding collaborative learning in semantics-based critiquing",

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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AU - Mørch, Anders I.

AU - WONG, Kelvin C K

AU - LEE, Cynthia F K

AU - LIU, Jiming

AU - Lam, Mason H.

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AB - 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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Grounding collaborative learning in semantics-based critiquing

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