Developing peer mentors’ collaborative and metacognitive skills with a technology-enhanced peer learning program

Carvalho, Ana Raquel Batista de; Santos, Carlos

doi:10.1016/j.caeo.2021.100070

Cited by 45 publications

(30 citation statements)

References 35 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…In a similar vein, it is presented in Alp's (2019) research that web tools and collaborative tasks lead students to acquire positive attitudes towards learning and achievement. In a different study on the technology-supported peer learning program, the positive effects of cooperation consisting of communication and interaction in the social learning environment were observed (Carvalho & Santos, 2022). Additionally, it has resulted that no significant difference is indicated in the post-test scores of the instrument according to the variables of grade level and gender.…”

Section: Discussionmentioning

confidence: 98%

Investigating the Effectiveness of Web 2.0-Based Critical Thinking Curriculum Developed for Secondary School Students: A Mixed-Methods Study

KORUKLUOĞLU

Çeliköz

Gürol

2022

Journal of Learning and Teaching in Digital Age

View full text Add to dashboard Cite

It is crucial for students to develop their 21st-century skills such as technological literacy and critical thinking skills with various curricula to be updated in accordance with technology integration in education. Therefore, a critical thinking curriculum was designed, implemented and evaluated by using Web 2.0 tools for secondary school students. The research, adopting embedded mixed design [qual+Quan(qual)+qual] research model, was carried out with 21 secondary school students studying at 5th and 6th grades. Before the 8-week implementation process, a needs analysis was carried out, student journals during the implementation were analyzed with content analysis. A significant difference was found, in favor of the post-test, between the pre-tests/post-tests of "Critical Thinking Skills Test" and "Critical Thinking Disposition Instrument" as a result of Wilcoxon Signed Ranked Test analysis while there was no significant difference between the post-tests based on variables of grade and gender in the Mann Whitney-U analysis. In the content analysis of the student interviews carried out after the implementation, it is seen that students found the curriculum entertaining and gained awareness in utilizing critical thinking skills. In addition, students suggested activities embodying more verbal expressions and extracurricular assignments to be more active.Individuals who have critical thinking skills (CTS) are open to change, think alternatively, are curious, make realistic decisions by establishing a cause-effect relationship based on evidence, and have the self-confidence to discuss the reasons for their decisions (Facione, 1990;Yılmaz, 2019). It is a necessity to enrich the curricula with up-to-date knowledge, skills, and technologies so that individuals in the developmental age can acquire CTS (Larson & Miller, 2011;Voogt & Roblin, 2010). Accordingly, teaching/learning methods and materials along with the subject content need to be updated with the innovations in accordance with the age of technology (Dede, 2010). By developing curricula, so that new knowledge and skills are acquired in the social structure through the technological literacy skills that emerged with the rapid progress in the information technologies in the 21 st -century and

show abstract

Section: Discussionmentioning

confidence: 98%

Investigating the Effectiveness of Web 2.0-Based Critical Thinking Curriculum Developed for Secondary School Students: A Mixed-Methods Study

KORUKLUOĞLU

Çeliköz

Gürol

2022

Journal of Learning and Teaching in Digital Age

View full text Add to dashboard Cite

show abstract

“…A previous study indicated that participation in the peer online learning program had a positive impact on the development of communication and collaboration skills related competencies—interaction and sharing with technologies (Carvalho and Santos, 2022 ). Peer interaction could enhance students' engagement in online learning and increase their academic emotions (Wang et al, 2022 ).…”

Section: Discussionmentioning

confidence: 99%

The impact of attitude toward peer interaction on middle school students' problem-solving self-efficacy during the COVID-19 pandemic

Hong²,

Li³

et al. 2022

Front. Psychol.

View full text Add to dashboard Cite

The outbreak of the COVID-19 epidemic has promoted the popularity of online learning, but has also exposed some problems, such as a lack of interaction, resulting in loneliness. Against this background, students' attitudes toward peer interaction may have become even more important. In order to explore the impact of attitude toward peer interaction on students' mindset including online learning motivation and critical thinking practice that could affect their problem-solving self-efficacy during the COVID-19 pandemic, we developed and administered a questionnaire, receiving 1,596 valid responses. The reliability and validity of the questionnaire were re-tested, and structural equation modeling was applied. It was found that attitude toward peer interaction could positively predict middle school students' online learning motivation and critical thinking. Learning motivation and critical thinking also positively supported problem-solving self-efficacy. It is expected that the results of this study can be a reference for teachers to adopt student-centered online learning in problem solving courses.

show abstract

“…In contrast to individual learning, students who participate in collaborative learning appreciate on other's resources and skills, discuss data founded, assess ideas, and observe each other's work. These activities help them work together in any part of learning activities to speak in classes (Heinimaki et al, 2021;Carvalho & Santos, 2021). More specifically, collaborative learning is fundamentally founded on the model that knowledge is frequently created within a group by sharing experiences (Deng et al, 2021).…”

Section: Introductionmentioning

confidence: 99%

Encouraging Students to Do Collaborative Learning in Esp Course to Strengthen Students’ Oral Communication Skill

Agustina

2022

JOLLT

View full text Add to dashboard Cite

Collaborative learning is a strategy of teaching and learning by grouping students to work together to solve a problem, complete an assignment, and produce a product. It increases learners’ motivation and promotes a harmonious atmosphere, decreasing classroom anxiety and facilitating interaction discussion and an individual sense of self-centeredness. At the same time, it enlarges students' knowledge and skills. One of the important skills is oral communication. Oral communication is an important skill to learn as it could express ideas and opinions. It uses to discuss knowledge and bridge the communication for ones who do not understand English. Therefore, this study aims to encourage students to do collaborative learning to strengthen their oral communication skills. The researcher used the action research method to see the improvement of the students’ communication skills. The subject was 32 students of the Accounting Department State Polytechnic of Malang. The study resulted that most students showed an improvement in all four language skills, but speaking skills had the greatest improvement.

show abstract

Developing peer mentors’ collaborative and metacognitive skills with a technology-enhanced peer learning program

Cited by 45 publications

References 35 publications

Investigating the Effectiveness of Web 2.0-Based Critical Thinking Curriculum Developed for Secondary School Students: A Mixed-Methods Study

Investigating the Effectiveness of Web 2.0-Based Critical Thinking Curriculum Developed for Secondary School Students: A Mixed-Methods Study

The impact of attitude toward peer interaction on middle school students' problem-solving self-efficacy during the COVID-19 pandemic

Encouraging Students to Do Collaborative Learning in Esp Course to Strengthen Students’ Oral Communication Skill

Contact Info

Product

Resources

About