Visualizing the commognitive processes in computer-supported one-to-one tutoring

Lu, Jijian; Zhang, Xiaojie; Stephens, Max

doi:10.1080/10494820.2019.1610452

Cited by 6 publications

(2 citation statements)

References 9 publications

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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).…”

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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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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“…Communicative Cognitive Theory questions Descartes’ dual ontological epistemology of body and schizophrenia ( Sfard, 2020 ). It is proposed that discourse in communication is the mirror of thinking ( Lu et al, 2019 ), and discourse becomes the main object of communication cognitive theory ( Martín-Molina et al, 2020 ). Considering discourse analysis as a fundamental research method and discourse learning and discourse development as conceptual tools for analyzing teaching activities ( Bebell and O’Dwyer, 2010 ), the development of mathematical discourse can be conceived at the object level or the meta-level ( Sfard, 2020 ; Shinno and Fujita, 2021 ), which is a breakthrough and innovation in research methods in the field of social culture.…”

Section: Research Reviewmentioning

confidence: 99%

Visualizing Commognitive Responsibility Shift in Collaborative Problem-Solving During Computer-Supported One-to-One Math Tutoring

Tuo

Feng

et al. 2022

Front. Psychol.

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The aim of this study is to use a commognitive responsibility framework to visualize responsibility shift in collaborative problem solving (CPS) during computer-supported one-to-one tutoring. Commognitive responsibility shift means that individuals’ cognitive responsibility shift can be reflected by the discourse in communication. For our sample, we chose a 15-year-old Chinese boy and his mathematics teacher with 6 years of teaching experience, both of whom have experienced computer-supported learning and teaching mathematics, respectively. We collected four tutoring videos (each 60–90 min; in total, more than 330 min) online, and a 45-min interview video from the teacher. We found that the third type of commognitive responsibility shift in both the teacher’s and student’s CPS behavior online is not only teacher–student comparison but also alternating-led, which includes teacher–student-led (TS) and student–teacher-led (ST).

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Examining the impact of VR and MR on future teachers' creativity performance and influencing factors by scene expansion in instruction designs

Luo

Zhang

et al. 2022

Virtual Reality

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Visualizing the commognitive processes in computer-supported one-to-one tutoring

Cited by 6 publications

References 9 publications

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

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

Visualizing Commognitive Responsibility Shift in Collaborative Problem-Solving During Computer-Supported One-to-One Math Tutoring

Examining the impact of VR and MR on future teachers' creativity performance and influencing factors by scene expansion in instruction designs

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