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dc.contributor.authorCankat, E.en_US
dc.contributor.authorGüvenir, H. A.en_US
dc.date.accessioned2016-02-08T12:02:16Z
dc.date.available2016-02-08T12:02:16Z
dc.date.issued1992en_US
dc.identifier.urihttp://hdl.handle.net/11693/27815
dc.description.abstractIntelligent Tutoring Systems (ITS) have now reached a structure in which the major components of an instructional system are separated in a way that provides both the system and the student with a flexibility within the learning environment. This atmosphere is an interactive, realistic scene similar to actual face-to-face teacher and student instructional environment. A major problem in determining the tutorial strategy of an ITS is how to balance the executive control of the system. In other words to what extend will the teacher be allowed to control the session and where is the point the computer will not allow any external interference. The dividing line is hard to draw and very sensitive to changes in the instructional strategy. Another aspect is that even the student would like to take over the control of execution mostly by asking questions. Now we have three main elements of the system: computer, teacher and student. Who should possess what level of executive control? This is the question we would like to discuss from different points of view in the domain of teaching science courses at secondary school level.en_US
dc.language.isoEnglishen_US
dc.source.titleAmerican Society of Mechanical Engineers, Petroleum Division (Publication) PDen_US
dc.subjectComputer aided instructionen_US
dc.subjectIntelligent tutoring systemsen_US
dc.subjectTutorial strategyen_US
dc.subjectArtificial intelligenceen_US
dc.titleAlternate strategies for tutorial modules in intelligent tutoring systemsen_US
dc.typeConference Paperen_US
dc.departmentDepartment of Computer Engineeringen_US
dc.citation.spage217en_US
dc.citation.epage219en_US
dc.citation.volumeNumber47en_US
dc.citation.issueNumberpt 4en_US
dc.publisherPubl by ASME, New York, NY, United Statesen_US


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