Abstract
Machine-learning applications often suffer bottlenecks due to inefficiency in the human-machine interface. A novel architecture design has been developed to allow expert supervisors to collaborate and cooperate in real-time to alleviate the effects of the bottleneck. Replacing supervisors with students, this architecture also allows for supervised training and collaborative learning of students as well as machine learners. Our attempts to provide Web-based courses to distance learners have highlighted the need for more effective use of the medium for education and appropriate tools to provide the necessary richness of experience. We present our design and an example application to demonstrate how we address some of the shortfalls present in Web-based, distance education.
This is a preview of subscription content, log in via an institution to check access.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
Preview
Unable to display preview. Download preview PDF.
Similar content being viewed by others
References
Toohey, S.: Designing Courses for Higher Education. Society for Research into Higher Education. Open University Press (1999)
Hara, N., Kling, R.: Students Frustrations With A Web-Based Distance Education Course (1999), http://www.firstmonday.dk/issues/issue4_12/hara/index.html
Wegerif, R.: The Social Dimension of Asynchronous Learning Networks. Journal of Asynchronous Learning Networks 2(1) (1998), http://www.aln.org/publications/jaln/v2n1/v2n1_wegerif.asp
Heath, E.: Two Cheers And A Pint Of Worry: An Online Course In Political and Social Philosophy. Journal of Asynchronous Learning Networks 2(1) (1998), http://www.aln.org/publications/jaln/v2n1/v2n1_heath.asp
Jaffee, D.: Institutionalized Resistance To Asynchronous Learning Networks. Journal of Asynchronous Learning Networks 2(2) (1998), http://www.aln.org/publications/jaln/v2n2/v2n2_jaffee.asp
McDonald, J.: Is ”As Good As Face To Face” As Good As It Gets?’. Journal of Asynchronous Learning Networks 6(2) (2002), http://www.aln.org/publications/jaln/v6n2/v6n2_macdonald.asp
Richardson, J.C.: Examining Social Presence In Online Courses In Relation To Students’ Perceived Learning And Satisfaction. Journal of Asynchronous Learning Networks 7(1) (2003), http://www.aln.org/publications/jaln/v7n1/v7n1_richardson.asp
Sun, C.: Undo as Concurrent Inverse in Group Editors. ACM Transactions on CHI 9(4), 309–361 (2002)
Sun, C., Chen, D.: Consistency Maintenance in Real-Time Collaborative Graphics Editing Systems. ACM Transactions on CHI 9(1), 1–41 (2002)
Alben, L.: Quality of Experience: Defining the Criteria for Effective Interaction Design. Interactions 3(3) (May/June 1996)
Dray, S.: The importance of designing usable systems. Interactions 2(1), 17–20 (1995)
Myers, B.A.: Challenges of HCI: Design and implementation. Interactions 1(1), 73–83 (1994)
Neilsen, J.: Heuristic Evaluation, http://www.useit.com/papers/heuristic/
Lee, S.H.: Usability Testing for Developing Effective Interactive Multimedia Software: Concepts, Dimensions, and Procedures. Educational Technology & Society 2(2) (1999), http://ifets.gmd.de/periodical/vol_2_99/sung_heum_lee.html
Tsiriga, V., Virvou, M.: Dynamically Initializing the Student Model in a Web-Based Language Tutor (2002), http://citeseer.nj.nec.com/tsiriga02dynamically.html
Tsiriga, V., Virvou, M.: Initializing the Student Model using Stereotypes and Machine Learning (2002), http://citeseer.nj.nec.com/tsiriga02initializing.html
Garrison, D.R.: Computer conferencing: the post industrial age of distance education. Open Learning, 3–11 (1997)
Gold, S.: A Constructivist Approach to Online Training for Online Teachers. Journal of Asynchronous Learning Networks 7(1) (2003), http://www.aln.org/publications/jaln/v5n1/v5n1_gold.asp
Johnson, D.W., Johnson, R.T.: Cooperation and the use of technology. In: Jonassen, D.H. (ed.) Handbook of research for educational communications and technology, pp. 1017–1044. Simon and Schuster Macmillan, New York (1996)
Curtis, D.D., Lawson, M.J.: Exploring Collaborative Online Learning. Journal of Asynchronous Learning Networks 5(1) (2003), http://www.aln.org/publications/jaln/v5n1/v5n1_curtis.asp
Dutton, J., Dutton, M., Perry, J.: How Do Online Students Differ From Lecture Students? Journal of Asynchronous Learning Networks 6(1) (2003), http://www.aln.org/publications/jaln/v6n1/v6n1_dutton.asp
Valenta, A., Therriault, D., Dieter, M., Mrtek, R.: Identifying Student Attitudes And Learning Styles In Distance Education. Journal of Asynchronous Learning Networks 5(2) (2003), http://www.aln.org/publications/jaln/v5n2/v5n2_valenta.asp
Author information
Authors and Affiliations
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2003 Springer-Verlag Berlin Heidelberg
About this paper
Cite this paper
Drew, S., Sheridan, P., Venema, S. (2003). Collaborative Supervision of Machine Learning as a Tool for Web-Based Education: A Teaching and Learning Triangle. In: Zhou, W., Nicholson, P., Corbitt, B., Fong, J. (eds) Advances in Web-Based Learning - ICWL 2003. ICWL 2003. Lecture Notes in Computer Science, vol 2783. Springer, Berlin, Heidelberg. https://doi.org/10.1007/978-3-540-45200-3_31
Download citation
DOI: https://doi.org/10.1007/978-3-540-45200-3_31
Publisher Name: Springer, Berlin, Heidelberg
Print ISBN: 978-3-540-40772-0
Online ISBN: 978-3-540-45200-3
eBook Packages: Springer Book Archive