AutoTutor compares the students' content to expectations and misconceptions through pattern-matching processes with semantic evaluation mechanisms motivated by research in computational linguistics (Rus et al. 2012).
We found five common themes emerged as mentors evaluated their experience, specifically: their own content knowledge, the students' content knowledge, reflection upon the delivery/teaching, scaffolding of the lessons for the students, and the mentor's professional growth.
Post-mentoring, UGs reflected on the delivery/teaching significantly more (p ≤ 0.001 for each) than other variables (i.e., their own content knowledge gains, the students' content knowledge gains, scaffolding the lessons, or overall professional growth).
Additionally, mentors reflected significantly more (p < 0.001) upon how they delivered the lesson than they did about their own content knowledge, the students' content knowledge, how they scaffold the lesson, or their own professional growth in the post-mentoring reflections.
The students-content interaction is important web-based learning environments (WBLE).
Looking more closely at the results of student content tests, a distinction emerges between the types of questions the average students of STeLLA teachers were able to answer and those that the average student in the content deepening group could answer.
Because the module utilized a researcher-designed instrument, we used an analysis of the individual question items to further explore the impact on student content knowledge (Table 4).
Next, we tested for long-term relationships between completion of the two new courses and student content knowledge through analysis of student scores on the BFT.
The association between one's change in Part A of the BAS and one's change in Part A of CAS seems to be related to the student's content knowledge at the start of the semester.
We assessed the students' course content knowledge before and after the course and their perceptions about the overall course, content, and instruction methods.
