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Open Student Models

Open Student Models
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Author(s): Eshaa M. Alkhalifa (University of Bahrain, Bahrain)
Copyright: 2009
Pages: 5
Source title: Encyclopedia of Distance Learning, Second Edition
Source Author(s)/Editor(s): Patricia L. Rogers (Bemidji State University, USA), Gary A. Berg (California State University Channel Islands (Retired), USA), Judith V. Boettcher (Designing for Learning, USA), Caroline Howard (HC Consulting, USA), Lorraine Justice (Hong Kong Polytechnic University, Hong Kong) and Karen D. Schenk (K. D. Schenk and Associates Consulting, USA)
DOI: 10.4018/978-1-60566-198-8.ch225

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Abstract

When a student makes an error, the instructor wonders what possible misconception caused that error (Self, 1990) and attempts to correct it through altering the instruction method. Consequently, student models represent the system’s assumptions of learner knowledge and preferences without giving any guarantees that this model accurately reflects any of the information it contains. These models are utilized to present the right type of materials at the right point in time in the right presentation style (Fisher, 2001) in order to achieve optimal knowledge transfer. There are two main approaches followed when modeling student knowledge. The first attempts to delve into the cognitive workings of the student’s mind and tries to best explain how the results could be obtained. Some of those who followed this approach are Martin and Vahn Lehn (1995), Langley, Wogulis, and Ohlsson (1990), Ikeda, Kono, and Mizoguchi (1993), among others. The second approach assumes the process that occurs between the “inputs” and “outputs” that occur in a “black box” scenario. The researchers who adopt this presumption attempt to formulate a mapping between the situation and student response to that situation. Some of those who are following this type of modeling include Webb, Cumming, Richard, and Yum (1991) and Webb and Kuzmycz (1996).

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