Intelligent Tutoring Systems
The information provided by Corbett, Koedinger, and Anderson (1997) is aimed at describing intelligent tutoring systems. According to the authors, these systems are designed “to engage the students in sustained reasoning activity and to interact with the student based on a deep understanding of the students behavior” (Corbett et al., 1997, p. 850). The desire to achieve a high-tech learning process based on the use of computer technology was voiced in the early 1970s (Corbett et al., 1997, p. 849).
Over time, technology has evolved, and new opportunities have emerged to realize this goal. Many researchers began to put many efforts into developing intelligent tutoring systems and improve their work by introducing special operating techniques. Initially, digital models were rather primitive and could only offer students questions on certain topics. However, in the future, more advanced algorithms appeared in educational standards.
Intelligent tutoring systems are commonly used in exact sciences, in particular, mathematics. Particular attention should be paid to the Pittsburgh Urban Math Project (PUMP). The authors provide the description of this program’s work and note that, by applying this technology in practice, “the student gains experience with alternative representations” (Corbett et al., 1997, p. 853). In general, a cognitive theory influenced the development of the idea of ​​intelligent tutoring in many ways and became the basis for the development of science in this direction. The growth of students’ knowledge is the key and final goal of any educational process.
To cite an example of a universal system, SHERLOCK is referred to as one of the prototypes of intelligent tutoring systems. Thus, technological progress has a beneficial effect on the educational process and helps researchers to promote new methods of work.
Cognitive Tutors in the Learning Environment
Increasing the knowledge of students in the field of exact sciences largely depends on the characteristics of the learning process. The use of the Cognitive Tutor in teaching the mathematical basics is examined by Pane et al. (2013) as one of the effective methods. According to the authors who consider this technology in a real educational environment, significant advantages of using such a high-tech approach are observed (Pane et al., 2013).
Based on the results of the study, the performance of high-school students has grown significantly through the use of innovative methods of cognitive learning through the technology in question. The Cognitive Tutor is a system with a user-friendly interface, and the study of the influence of this tool on teaching algebra in the middle and junior school is offered as a subject for further research.
Despite the high cost of implementing such a program in the educational process, positive prospects for learning are revealed. From the point of view of rationality, the final goals are to be considered as the assessment of the need to implement the Cognitive Tutor. In case the school administration is interested in providing the educational establishment with the appropriate equipment, it may become a significant contribution to the development of pupils’ potential. Based on the study conducted by Pane et al. (2013), the benefits of applying the described methodology are significant, and if a financial issue is the only constraint, the decision should be taken in favor of acquiring the Cognitive Tutor. Valuable work experience and real results will be the outcomes of investments in such a project and will help students sharpen important learning skills.
Online Education Perspectives
The rapid development of the information environment and, in particular, the Internet is the basis for the educational project described in the article by Dirda (2014). The discussion about the need to use online courses for training on the basis of higher educational establishments is the subject of a conversation, and much attention is drawn to this topic. According to Chancellor Dirks, the implementation of such projects in everyday life can contribute to improving the quality of higher education and encouraging students around the world to increase their knowledge.
The representative of the Massive Open Online Course (MOOC) notes that his program has achieved remarkable success “in just two years” (Dirda, 2014, para. 4). The discussion covers various aspects of education, including goals and methods for achieving positive outcomes. As a result of the conversation, it is assumed that “access to education is a key issue facing the United States and world” (Dirda, 2014, para. 14). That was the end of the discussion, and the members of the meeting came to a consensus.
The proposal described by Dirda (2014) is certainly associated with some risk. Nevertheless, the desire to provide people with an opportunity to receive an education is a worthy goal, and the pursuit of this purpose may be difficult. It can be assumed that there are some qualities that are inevitably missed when working with such an online course, for instance, a possibility to work in a group or a competitive environment. However, despite potential omissions, an opportunity to undergo quality education at a low price is valuable, and many people around the world use this chance as a way of achieving high professional results.
Online Learning as the Future of Education
Based on the material prepared by Coursera (2015), the features and advantages of distance education through the Internet are considered. When looking at the presented results, the prevailing number of students note the significant career growth achieved through the online methodology of obtaining knowledge. The presentation cites an infographic and a report on the work done. According to Coursera (2015), many distance learning participants choose this way of gaining knowledge due to its convenience and the ability to access a modern and constantly updated database.
The presentation also includes testimonials from grateful students who once chose online education. The president of the community mentions the value of the work done and a large number of people wishing to receive an education. In terms of modern technological progress, it is easy to do, and the remote access capabilities provided by the Massive Open Online Course (MOOC) allow achieving the desired results.
The statistical reports presented in the presentation are the most impressive. According to Coursera (2015), 87% of career builders note that they have achieved benefits due to the participation in the online program (p. 5). Such a number of grateful students proves the quality of the services provided and contributes to the influx of new people who are willing to devote themselves to learning. Judging by the infographics, those wishing to participate in the program are on all continents, which confirms the popularity of online teaching methods and makes possible free access to this program. Thus, the promotion of this principle of education is a logical phenomenon.
References
Corbett, A. T., Koedinger, K. R., & Anderson, J. R. (1997). Intelligent tutoring systems. In M. G. Helander, T. K. Landauer, & P. V. Prabhu (Eds.), Handbook of human-computer interaction (2nd ed.) (pp. 849-874). Amsterdam, the Netherlands: Elsevier.
Coursera. (2015). Impact revealed: Learner outcomes in open online courses. Web.
Dirda, M. E. (2014). Dirks, Udacity CEO square off in online-learning debate. Berkley News. Web.
Pane, J. F., Griffin, B. A., McCaffrey, D. F., Karam, R., Daugherty, L., & Phillips, A. (2013). Does an algebra course with tutoring software improve student learning? Web.