Difference between revisions of "Substantive segment"
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A substantive segment is defined as a meaningful contribution to an ongoing activity, such as problem solving, or a relevant response to the Tutor’s explanations <ref name="chi2008observing">Chi, M. T., Roy, M., & Hausmann, R. G. (2008). Observing tutorial dialogues collaboratively: Insights about human tutoring effectiveness from vicarious learning. Cognitive science, 32(2), 301-341</ref>. For example, to the Tutor explanation shown below the Tutee’s response would be coded as a substantive one: | A substantive segment is defined as a meaningful contribution to an ongoing activity, such as problem solving, or a relevant response to the Tutor’s explanations <ref name="chi2008observing">Chi, M. T., Roy, M., & Hausmann, R. G. (2008). Observing tutorial dialogues collaboratively: Insights about human tutoring effectiveness from vicarious learning. Cognitive science, 32(2), 301-341</ref>. For example, to the Tutor explanation shown below the Tutee’s response would be coded as a substantive one: | ||
'''Example (1):''' | |||
-'''Tutor:''' See this equation is true for constant acceleration. | -'''Tutor:''' See this equation is true for constant acceleration. | ||
Now the acceleration is constant here. | Now the acceleration is constant here. | ||
Revision as of 18:30, 3 March 2022
A substantive segment is defined as a meaningful contribution to an ongoing activity, such as problem solving, or a relevant response to the Tutor’s explanations [1]. For example, to the Tutor explanation shown below the Tutee’s response would be coded as a substantive one:
Example (1):
-Tutor: See this equation is true for constant acceleration.
Now the acceleration is constant here.
Forces are not changing on the weight so the acceleration is constant.
-Tutee: [The initial velocity is zero then.] ---> Substantive segment
Notes
- ↑ Chi, M. T., Roy, M., & Hausmann, R. G. (2008). Observing tutorial dialogues collaboratively: Insights about human tutoring effectiveness from vicarious learning. Cognitive science, 32(2), 301-341