Theory-Driven Design for the Development of a Student-Centered Error-Correction Online Learning System

Authors

  • Fu-Yun YU National Cheng Kung University Author

DOI:

https://doi.org/10.58459/icce.2024.5001

Abstract

Many benefits are associated with error-correction, but currently, the task is mostly done by teachers. Although student self-correction should help activate generative behavior and promote learning, most students are not accustomed to self-correction nor equipped with the needed knowledge and skills. Hence, the main goal of this work is to create a theory-driven student-centered error-correction learning system. In this paper, literature on error-correction to serve as the basis for the development of a generic error-correction framework is briefly reviewed. Additionally, four design principles to guide its development are described.

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Published

2024-11-25

How to Cite

Theory-Driven Design for the Development of a Student-Centered Error-Correction Online Learning System. (2024). International Conference on Computers in Education. https://doi.org/10.58459/icce.2024.5001