This paper illustrates how the combination of teacher and computer guidance can strengthen collaborative revision and identifies opportunities for teacher guidance in a computer-supported collaborative learning environment. We took advantage of natural language processing tools embedded in an online, collaborative environment to automatically score student responses using human-designed knowledge integration rubrics. We used the automated explanation scores to assign adaptive guidance to the students and to provide real-time information to the teacher on students’ learning. We study how one teacher customizes the automated guidance tools and incorporates it with her in-class monitoring system to guide 98 student pairs in meaningful revision of two science explanations embedded in an online plate tectonics unit. Our study draws on video and audio recordings of teacher-student interactions during instruction as well as on student responses to pretest, embedded and posttest assessments. The findings reveal five distinct strategies the teacher used to guide student pairs in collaborative revision. The teacher’s strategies draw on the automated guidance to personalize guidance of student ideas. The teacher’s guidance system supported all pairs to engage in two rounds of revision for the two explanations in the unit. Students made more substantial revisions on posttest than on pretest yet the percentage of students who engaged in revision overall remained small. Results can inform the design of teacher professional development for guiding student pairs in collaborative revision in a computer-supported environment.

中文翻译：

---

指导科学解释的协作修订

本文说明了教师和计算机指导的结合如何可以加强协作修订，并确定了在计算机支持的协作学习环境中教师指导的机会。我们利用嵌入在在线协作环境中的自然语言处理工具，利用人为设计的知识整合规则自动对学生的反应进行评分。我们使用自动解释分数为学生分配适应性指导，并向老师提供有关学生学习的实时信息。我们研究了一位老师如何自定义自动导引工具，并将其与班级监控系统相结合，以指导98位学生对有意义地修改嵌入在线板块构造单元中的两种科学解释。我们的研究借鉴了教学过程中师生互动的视频和音频记录，以及学生对测试前，嵌入式和测试后评估的反应。调查结果揭示了教师用来指导学生对合作修订的五种不同策略。教师的策略利用自动指导来个性化学生想法的指导。老师的指导系统支持所有学生对本单元中的两种解释进行两轮修订。学生在测验中进行的修订比在测验中进行的修订更为重要，但总体上参与修订的学生比例仍然很小。结果可以指导教师专业发展的设计，以指导学生对在计算机支持的环境中进行协作修订。