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

Jijian Lu1, Pan Tuo2, Ruisi Feng1

  • 1Jinghengyi School of Education, Hangzhou Normal University, Hangzhou, China.

Frontiers in Psychology
|April 25, 2022
PubMed
Summary
This summary is machine-generated.

This study visualizes responsibility shifts in collaborative problem solving (CPS) during online tutoring using a commognitive framework. It reveals alternating leadership patterns (teacher-student and student-teacher) in student-teacher interactions.

Keywords:
collaborative problem solving (CPS)commognitive responsibility shiftcomputer-supportedmathematicsone-to-one tutoring

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Area of Science:

  • Educational Technology
  • Discourse Analysis
  • Collaborative Learning

Background:

  • Understanding responsibility dynamics is crucial in computer-supported collaborative problem solving (CPS).
  • Commognitive responsibility offers a framework to analyze cognitive shifts reflected in discourse.
  • Few studies have visualized these shifts in online one-to-one tutoring contexts.

Purpose of the Study:

  • To visualize responsibility shift in collaborative problem solving (CPS) during computer-supported one-to-one tutoring.
  • To apply the commognitive responsibility framework to analyze online tutoring discourse.
  • To identify patterns of responsibility shift between teacher and student.

Main Methods:

  • Utilized a commognitive responsibility framework to analyze discourse.
  • Collected and analyzed four online tutoring videos (over 330 minutes) of a 15-year-old student and their teacher.
  • Conducted a 45-minute interview with the teacher for supplementary data.

Main Results:

  • Identified a third type of commognitive responsibility shift in online CPS.
  • This shift is characterized by alternating leadership, including teacher-student-led (TS) and student-teacher-led (ST) patterns.
  • Observed that responsibility shift extends beyond simple teacher-student comparison.

Conclusions:

  • The commognitive responsibility framework effectively visualizes cognitive shifts in online tutoring discourse.
  • Alternating leadership (TS and ST) is a significant pattern in teacher-student collaborative problem solving.
  • Findings contribute to understanding interaction dynamics in computer-supported educational settings.