A Study on an Automatic Early-Alert Mechanism for a Tag-based Learning Environment: Development of a Teaching Support Platform Based on a Tag-based Knowledge Acquisition Approach

摘要

Reading exercises are critical for developing strong reading comprehension. With the advent of Web 2.0 technology, researchers have attempted to use Web 2.0 tools to develop adaptive and cooperative learning environments. Moreover, previous research has demonstrated that the use of social tagging technologies allows teachers to empower learners and create exciting new learning opportunities. However, in building a teaching support system, one of the major difficulties is the lack of a mechanism to assist teachers in monitoring running activities and student progress, such that constructive suggestions can be given to the students, and tutoring strategies can be improved accordingly. To cope with this problem, this paper proposes an automatic tag-based early-alert mechanism (TEA). Moreover, an application to the development of a tag-based collaborative reading learning system has depicted the superiority of our approach.