How University Students Negotiate Cognitive-Social Interactions and Leverage Cognitive Tools for Mobile Peer Tutoring

Autor/inn/en	Tan, Seng Chee; Cheung, Yin Ling; Looi, Chee Kit
Titel	How University Students Negotiate Cognitive-Social Interactions and Leverage Cognitive Tools for Mobile Peer Tutoring
Quelle	In: Australasian Journal of Educational Technology, 38 (2022) 2, S.113-128 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Cheung, Yin Ling) ORCID (Looi, Chee Kit)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1449-3098 (Discontinued)
Schlagwörter	Peer Teaching; Case Studies; Synchronous Communication; Student Attitudes; Undergraduate Students; Computer Software; Teaching Methods; Computer Assisted Instruction; Sociocultural Patterns; Tutors; Learning Theories; Personal Autonomy; Interpersonal Relationship; Integrated Learning Systems; Video Technology; Telecommunications; Handheld Devices; Foreign Countries; Social Cognition; Singapore + Suchen Sie Ihr Suchwort? Peer group teaching; Peer Group Teaching; Case study; Fallstudie; Case Study; Schülerverhalten; Teaching method; Lehrmethode; Unterrichtsmethode; Computer based training; Computerunterstützter Unterricht; Soziokulturelle Theorie; Förderlehrer; Lehrender; Tutor; Learning theory; Lerntheorie; Individuelle Autonomie; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Telekommunikationstechnik; Ausland; Soziale Kognition; Singapur
Abstract	This paper reports a case study of 20 university peer tutor-tutee dyads which engaged in online synchronous peer tutoring using MENTOR, a mobile application developed to support peer tutoring. Despite years of research, peer tutoring still attracts significant attention and an emerging area of research is online peer tutoring. This study aimed to contribute to research on mobile peer tutoring, which is still in its infancy stage. Underpinned by Vygotskian social-cultural learning and Wertsch's notion of mediated actions by tools, a qualitative analysis of the recorded tutees' mobile phone screen during the peer tutoring sessions was conducted. Our findings show three different types of peer tutor-tutee social cognitive interactions, with varying degrees of tutees showing agency in seeking clarifications. While most tutees demonstrated some level of agency in seeking clarifications, fewer tutees showed agency in co-annotating on the canvas space. The findings also illuminate how the participants leveraged the canvas tools provided by MENTOR to create a shared understanding and cognitive convergence. (As Provided).
Anmerkungen	Australasian Society for Computers in Learning in Tertiary Education. Ascilite Secretariat, P.O. Box 44, Figtree, NSW, Australia. Tel: +61-8-9367-1133; e-mail: info@ascilite.org.au; Web site: https://ajet.org.au/index.php/AJET
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01