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

被引：0

作者：

Lu, Jijian ^{[1
]}

Tuo, Pan ^{[2
]}

Feng, Ruisi ^{[1
]}

Stephens, Max ^{[3
]}

Zhang, Mohan ^{[1
]}

Shen, Zhonghua ^{[1
,4
]}

机构：

[1] Hangzhou Normal Univ, Jinghengyi Sch Educ, Hangzhou, Peoples R China

[2] Shaanxi Normal Univ, Sch Educ, Xian, Peoples R China

[3] Univ Melbourne, Melbourne Grad Sch Educ, Melbourne, Vic, Australia

[4] Zhejiang Pharmaceut Vocat Univ, Basic Coll, Ningbo, Peoples R China

来源：

FRONTIERS IN PSYCHOLOGY | 2022年 / 13卷

基金：

中国国家自然科学基金;

关键词：

commognitive responsibility shift; collaborative problem solving (CPS); computer-supported; mathematics; one-to-one tutoring; MOTIVATION;

D O I：

10.3389/fpsyg.2022.815625

中图分类号：

B84 [心理学];

学科分类号：

04 ; 0402 ;

摘要：

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).

引用

页数：11

共 30 条

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