Social Facilitation Due to Online Inter-classrooms Tournaments

Araya, Roberto; Aguirre, Carlos; Bahamondez, Manuel; Calfucura, Patricio; Jaure, Paulina

doi:10.1007/978-3-319-45153-4_2

Cited by 11 publications

(8 citation statements)

References 16 publications

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“…The lesson features a live video transmission and augmented synchronicity, with the students jumping and answering questions live and online. Cross-border public classes and lesson study are also an additional development of massive team games across classrooms [31][32][33][34]. In these activities, dozens of schools play synchronized games with one or two teams per classroom, with each team comprising approximately 10 students.…”

Section: Theoretical Frameworkmentioning

confidence: 99%

Are Cross-Border Classes Feasible for Students to Collaborate in the Analysis of Energy Efficiency Strategies for Socioeconomic Development While Keeping CO2 Concentration Controlled?

Araya

Collanqui

2021

Sustainability

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Education is critical for improving energy efficiency and reducing CO2 concentration, but collaboration between countries is also critical. It is a global problem in which we cannot isolate ourselves. Our students must learn to collaborate in seeking solutions together with others from other countries. Thus, the research question of this study is whether interactive cross-border science classes with energy experiments are feasible and can increase awareness of energy efficiency among middle school students. We designed and tested an interactive cross-border class between Chilean and Peruvian eighth-grade classes. The classes were synchronously connected and all students did experiments and answered open-ended questions on an online platform. Some of the questions were designed to check conceptual understanding whereas others asked for suggestions of how to develop their economies while keeping CO2 air concentration at acceptable levels. In real time, the teacher reviewed the students’ written answers and the concept maps that were automatically generated based on their responses. Students peer-reviewed their classmates’ suggestions. This is part of an Asia-Pacific Economic Cooperation (APEC) Science Technology Engineering Mathematics (STEM) education project on energy efficiency using APEC databases. We found high levels of student engagement, where students discussed not only the cross-cutting nature of energy, but also its relation to socioeconomic development and CO2 emissions, and the need to work together to improve energy efficiency. In conclusion, interactive cross-border science classes are a feasible educational alternative, with potential as a scalable public policy strategy for improving awareness of energy efficiency among the population.

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Section: Theoretical Frameworkmentioning

confidence: 99%

Are Cross-Border Classes Feasible for Students to Collaborate in the Analysis of Energy Efficiency Strategies for Socioeconomic Development While Keeping CO2 Concentration Controlled?

Araya

Collanqui

2021

Sustainability

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“…Secondly, it has the option to organize tournaments between classrooms, whether from the same school or across different schools. These are mathematics competitions where each class gains a score, similar to a soccer or basketball match [39]. It is designed to increase collaboration between classmates.…”

Section: Figurementioning

confidence: 99%

Revealed Preferences of Fourth Graders When Requesting Face-to-Face Help While Doing Math Exercises Online

Araya

Gormaz

2021

Education Sciences

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When in doubt, asking a peer can be very helpful. Students learn a lot of social strategies from peers. However, stated preference studies have found that for elementary school students with math questions, they prefer to ask their teacher for help. In this paper, we study revealed preferences instead of stated preferences. We analyzed the behavior of fourth-grade students seeking face-to-face assistance while working on an online math platform. Students started by working independently on the platform, before the teacher selected two or three tutors from among those who have answered 10 questions correctly. Each student was then able to choose between the teacher or one of these tutors when requesting assistance. We studied the students’ preferences over 3 years, involving 88 fourth-grade classes, 2700 students, 1209 sessions with classmate tutors, and a total of 16,485 requests for help when there was an option to choose between a teacher or a classmate. We found that students prefer asking classmates for help three times more than asking their teachers when given the choice. Furthermore, this gap increases from the first to the second semester. We also found that students prefer to request help from classmates of the same sex and of higher academic performance. In this context, students from the two highest tertiles sought help from classmates in the same two tertiles, and students from the medium tertile prefer to seek help from students of the highest tertile. However, students in the two lowest tertiles do not prefer asking for help from students from the top tertile more than from their own tertiles.

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“…Secondly, it has the option to organize tournaments between classrooms, whether from the same school or across different schools. These are mathematics competitions where each class gains a score, similar to a soccer or basketball match [38]. It is designed to increase collaboration between classmates.…”

Section: Figurementioning

confidence: 99%

Revealed Preferences of Fourth Graders When Requesting Face-to-Face Help While Doing Math Exercises Online

Araya¹,

Gormaz²

2021

Preprint

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When in doubt, asking a peer can be very helpful. Students learn a lot of social strategies from peers. However, stated preference studies [Newman, 1993] have found that for elementary school students with math questions they prefer to ask the teacher. In this paper, we study revealed preferences instead of stated preferences. We analyze the behavior of fourth-grade students seeking face-to-face assistance while working on an online math platform. Students start by working independently on the platform before the teacher selects two or three tutors from among those who have answered 10 questions correctly. Each student is then able to choose between the teacher or one of these tutors when requesting assistance. We study the students’ preferences over 3 years, involving 88 fourth-grade classes, 2,700 students, 1,209 sessions with classmate tutors, and a total of 16,485 requests for help when there was an option to choose between a teacher or a classmate. We found that students prefer asking classmates for help 3 times more than asking their teachers when given the choice. Furthermore, this gap increases from the first to the second semester. We also found that students prefer to request help from classmates of the same sex and of higher academic performance. In this sense, students from the two highest tertiles sought help from classmates in the same two tertiles, and students from the medium tertile prefer to seek help from students of the highest tertile. However, students in the two lowest tertiles do not prefer asking for help from students from the top tertile more than from their own tertiles.

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Social Facilitation Due to Online Inter-classrooms Tournaments

Cited by 11 publications

References 16 publications

Are Cross-Border Classes Feasible for Students to Collaborate in the Analysis of Energy Efficiency Strategies for Socioeconomic Development While Keeping CO2 Concentration Controlled?

Are Cross-Border Classes Feasible for Students to Collaborate in the Analysis of Energy Efficiency Strategies for Socioeconomic Development While Keeping CO2 Concentration Controlled?

Revealed Preferences of Fourth Graders When Requesting Face-to-Face Help While Doing Math Exercises Online

Revealed Preferences of Fourth Graders When Requesting Face-to-Face Help While Doing Math Exercises Online

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