Lu Jijian, Tuo Pan, Feng Ruisi, Stephens Max, Zhang Mohan, Shen Zhonghua
Jinghengyi School of Education, Hangzhou Normal University, Hangzhou, China.
School of Education, Shaanxi Normal University, Xi'an, China.
Front Psychol. 2022 Apr 7;13:815625. doi: 10.3389/fpsyg.2022.815625. eCollection 2022.
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).
本研究的目的是使用一种认知责任框架，以可视化在计算机支持的一对一辅导过程中协作问题解决（CPS）中的责任转移。认知责任转移意味着个体的认知责任转移可以通过交流中的话语来体现。对于我们的样本，我们选择了一名15岁的中国男孩和他有6年教学经验的数学老师，他们分别都有过计算机支持的数学学习和教学经历。我们在线收集了四个辅导视频（每个60 - 90分钟；总共超过330分钟），以及来自老师的一个45分钟的访谈视频。我们发现，老师和学生在线CPS行为中的第三种认知责任转移类型不仅是师生对比，而且是交替主导型，其中包括师生主导（TS）和生师主导（ST）。
