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ERIC Number: EJ1132005
Record Type: Journal
Publication Date: 2017
Pages: 17
Abstractor: As Provided
Reference Count: 60
ISBN: N/A
ISSN: ISSN-1049-4820
Effects of an Online Formative Peer-Tutoring Approach on Students' Learning Behaviors, Performance and Cognitive Load in Mathematics
Chu, Hui-Chun; Chen, Jun-Ming; Tsai, Chieh-Lun
Interactive Learning Environments, v25 n2 p203-219 2017
Mathematics has been widely recognized as being challenging for most students. In this study, an online formative peer-tutoring approach was proposed to cope with this problem, and an online learning system was developed accordingly. To evaluate the effectiveness of the proposed approach, an experiment was conducted to explore its effects on students' learning behaviors as well as their learning performance and perceptions of the mathematics course. The experimental results showed that both the formative and conventional peer-tutoring approaches significantly improved the students' learning achievement as well as reduced their cognitive load in comparison with conventional online collaborative learning approaches. In addition, the learning behavior analysis results showed that the students playing the role of tutor in the formative peer-tutoring group revealed more appropriate behaviors of assisting their tutees via discussing with them and providing hints to them as well as guiding them to solve the mathematics problems, while the tutees were more willing to ask questions than those learning with the conventional peer-tutoring approach. This implies that the proposed approach could motivate both the tutors and tutees to become active learners with good learning conceptions.
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Grade 4; Intermediate Grades
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Taiwan