Controlling Active Learning Through the Enhanced Learning Dyad

Abstract

Purpose – The purpose of this article is to justify finding a technical solution through which interventions in the student-centered framework can be described through the available information and through the temporal sequence in order to achieve an automatic learning system.

Design/methodology/approach – Learners’ functional autonomy while working is captured by using the learning dyad concept. The dyad makes the description through details that allow the identification of the individual contribution of the learners through the specific forms of problem and solution.

Findings – The authors find that the conventional dyad can be supplemented with the analysis action available to the learning team members. Such a treatment allows the learning process to be decomposed into elementary structures with a standardized processing towards the learners and the teacher.

Practical implications – Practically, the teacher is relieved of auxiliary activities of preparing the group for learning. At the same time, the premises are created so that all learner interventions are possible in relation to everyone’s interests.

Originality/value – The elementary structure introduced describes the individual contribution to learning and its unitary treatment paves the way for the achievement of a “virtual teacher” application that takes over all the teacher’s secondary activities. In this way, student-centered learning, problem-solving, active learning, and peer-learning are found together. The premise is created that the entire control treatment will be completed in the future by automatically evaluating the activity of the learning team members.