Commognitive responsibility shift and its visualizing in computer-supported one-to-one tutoring

Lu, Jijian; Yan, Tao; Xu, Jun; Stephens, Max

doi:10.1080/10494820.2020.1777167

Cited by 4 publications

(2 citation statements)

References 22 publications

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“…According to these authors, ICT for mathematics education most often raises enthusiasm amongst first-time users, so it was expected that students' motivation would be fostered by the incorporation of these tools. The fact that autonomous learning was increased in the experimental group is also consistent with the findings of other recent studies in the field in which electronic tablets were introduced in mathematics subject learning activities [75][76][77]. Authors in the field argue that when students were able to check their own results and correct their own procedures, they became more independent from a pedagogical perspective, increasing their autonomy and requiring less support from their teachers or instructors [78][79][80].…”

Section: Discussion For Research Question 2: Effects On Way Students ...supporting

confidence: 88%

Peer Tutoring and Math Digital Tools: A Promising Combination in Middle School

2022

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Peer tutoring in combination with math digital tools was employed with middle school students learning mathematics. A total of 112 students in 9th grade (14 to 15 years old) participated in the study. A pretest–posttest with control group design was used. Students worked with systems of linear equations during the experience. The effects of the intervention of peer tutoring in combination with math digital tools on students’ mathematics achievement were examined using quantitative methods. The way students in the experimental group learned and their motivation towards using digital tools compared with students in the control group were analysed qualitatively. Statistically significant improvements and a large effect size were reported for students’ mathematics achievement in the experimental group. No statistically significant differences were reported between the pretest and the posttest for the control group. The qualitative analyses revealed that students in the experimental group achieved a higher level of autonomous learning, showed a greater association of mathematical concepts, helped their peers more, did more exercises and problems than students in the control group, and enjoyed the experience.

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Section: Discussion For Research Question 2: Effects On Way Students ...supporting

confidence: 88%

Peer Tutoring and Math Digital Tools: A Promising Combination in Middle School

2022

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“…Additionally, previous studies on blended learning have paid attention to secondary education, which have found that the commognition of the teacher and the student in a series of computer supported one-to-one online tutoring courses experienced three stages: teacher-led commognition process, comparison of commognitive process and student-led commognition process (Lu et al, 2019). Correspondingly, the commognitive responsibility gradually shifted from the teacher to the student (Lu et al, 2020), and the proportion of student-led collaborative problem solving increased (Lu et al, 2022). Such a blended course based on Constructivism makes students become increasingly agile in communication and cognitive interaction, and their cognitive level and class participation are gradually improved, which serves to cultivate critical thinking skills.…”

Section: Research Problemmentioning

confidence: 99%

Blended Learning on Wechat Platform-Based Spoc in Lower-Secondary School Science Teaching

Xu,

et al. 2023

JBSE

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This paper proposes a blended teaching design model on WeChat Platform-based SPOC and carries out an empirical study of its applicability and effectiveness in lower-secondary school science teaching. Participants were from two eighth grade classes with different academic performance, and after conducting the same blended teaching, it was found that pre-class knowledge transmission on the WeChat platform considerably enhanced students’ classroom participation, which was also highly related to their improved post-class test scores. The improvement in the performance of the weak groups is more obvious. In addition, backend data from the WeChat platform revealed that the number of resource clicks was significantly higher than the total number of students, indicating that the sharing function of the WeChat platform facilitated the sharing of educational resources. Seven in-service science teachers were also interviewed to qualitatively evaluate and analyze the teaching model from the perspective of in-service teachers. The comprehensive results indicate that the teaching model constructed in this study achieves good results, facilitates the development of students’ independent learning ability, and allows for the integration of this blended teaching model into lower-secondary curriculum. Keywords: Blended teaching; Science education; SPOC; Teaching design model; WeChat platform-assisted teaching

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Visualizing the Commognitive Processes of Collaborative Problem Solving in Mathematics Classrooms

Wang

et al. 2022

Asia-Pacific Edu Res

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Commognitive responsibility shift and its visualizing in computer-supported one-to-one tutoring

Cited by 4 publications

References 22 publications

Peer Tutoring and Math Digital Tools: A Promising Combination in Middle School

Peer Tutoring and Math Digital Tools: A Promising Combination in Middle School

Blended Learning on Wechat Platform-Based Spoc in Lower-Secondary School Science Teaching

Visualizing the Commognitive Processes of Collaborative Problem Solving in Mathematics Classrooms

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