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  • 1.
    Benjaminsson, Simon
    et al.
    KTH, School of Computer Science and Communication (CSC).
    Herman, Pawel
    KTH, School of Computer Science and Communication (CSC).
    Lansner, Anders
    KTH, School of Computer Science and Communication (CSC).
    Performance of a computational model of the mammalian olfactory system2016In: Neuromorphic Olfaction, CRC Press , 2016, p. 173-211Chapter in book (Other academic)
  • 2.
    Hrastinski, Stefan
    et al.
    KTH, School of Industrial Engineering and Management (ITM), Learning.
    Stenbom, Stefan
    KTH, School of Industrial Engineering and Management (ITM), Learning.
    Benjaminsson, Simon
    Smartera AB.
    Jansson, Malin
    KTH, School of Industrial Engineering and Management (ITM), Learning.
    Identifying and exploring the effects of different types of tutor questions in individual online synchronous tutoring in mathematics2019In: Interactive Learning Environments, ISSN 1049-4820, E-ISSN 1744-5191Article in journal (Refereed)
    Abstract [en]

    Although we know that asking questions is an essential aspect of onlinetutoring, there is limited research on this topic. The aim of this paperwas to identify commonly used direct question types and explore theeffects of using these question types on conversation intensity, approachto tutoring, perceived satisfaction and perceived learning. The researchsetting was individual online synchronous tutoring in mathematics. Theempirical data was based on 13,317 logged conversations and aquestionnaire. The tutors used a mix of open, more student-centredquestions, and closed, more teacher-centred questions. In contrast toprevious research, this study provides a more positive account indicatingthat it is indeed possible to train tutors to focus on asking questions,rather than delivering content. Frequent use of many of the questiontypes contributed to increased conversation intensity. However, therewere few question types that were associated with statisticallysignificant effects on perceived satisfaction or learning. There are nosilver bullet question types that by themselves led to positive effects onperceived satisfaction and learning. The question types could be used byteachers and teacher students when reflecting on what types ofquestions they are asking, and what kind of questions they could be asking.

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