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

Abstract

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).

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

“…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). Such a blended course based on Constructivism makes students become increasingly agile in communication and cognitive interaction, and their cognitive level and class participation are gradually improved, which serves to cultivate critical thinking skills.…”