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“I think you just got mixed up”: confident peer tutors hedge to support partners’ face needs
International Journal of Computer-Supported Collaborative Learning ( IF 5.611 ) Pub Date : 2017-12-14 , DOI: 10.1007/s11412-017-9266-6
Michael Madaio , Justine Cassell , Amy Ogan

During collaborative learning, computer-supported or otherwise, students balance task-oriented goals with the interpersonal goals of relationship-building. This means that in peer tutoring, some pedagogically beneficial behaviors may be avoided by peer tutors due to their likelihood to get in the way of relationship-building. In this paper, we explore how the interpersonal closeness between students in a peer tutoring dyad and the peer tutors’ instructional self-efficacy impacts those tutors’ delivery style of various tutoring moves, and explore the impact those tutoring move delivery styles have on their partners’ learning. We found that tutors with lower social closeness with their tutees provide more positive feedback to their tutee and use more indirect instructions and comprehension-monitoring, but this is only the case for tutors with greater tutoring self-efficacy. And in fact, those tutees solved more problems and learned more when their tutors hedged instructions and comprehension-monitoring, respectively. We found no effect of hedging for dyads with greater social closeness, on the other hand, suggesting that interpersonal closeness may reduce the face-threat of direct instructions and comprehension-monitoring, and hence reduce the need for indirectness, while tutors’ instructional self-efficacy allows tutors to use those moves without feeling threatened themselves. These results emphasize that designers of CSCL systems should understand the nature of how the interpersonal closeness between collaborating students intersects with those students’ self-efficacy to impact the use and delivery of their learning behaviors, in order to best support them in collaborating effectively.

中文翻译:

“我认为您刚刚感到困惑”:自信的同伴导师对冲以支持合作伙伴的面子需求

在协作学习中,无论是计算机支持还是其他方式的学生,学生都将以任务为导向的目标与建立关系的人际目标相平衡。这意味着在同伴补习中,由于同伴补习可能会妨碍建立关系,因此可以避免一些在教学上有益的行为。在本文中,我们探讨同伴辅导二元组的学生之间的人际亲密程度以及同伴辅导员的教学自我效能如何影响这些辅导员的各种辅导动作的交付方式,并探讨这些辅导动作的交付方式对其伴侣的影响学习。我们发现,与下流者的社交亲密度较低的补习老师会向他们的补习老师提供更多积极的反馈,并使用更多的间接指导和理解监控,但这仅对于具有更高的教学自我效能感的导师而言。实际上,当他们的导师分别对指令和理解力监控进行对冲时,这些长笛演奏者解决了更多的问题并学到了更多。另一方面,我们发现避开对具有较高社会亲密关系的二元组没有影响,这表明人际亲密关系可以减少直接指导和理解监控的面子威胁,从而减少对间接性的需求,而导师的指导自我功效使导师可以使用这些动作而不会感到受到威胁。这些结果强调,CSCL系统的设计者应了解协作学生之间的人际亲密性与这些学生的自我效能如何相交,从而影响学习行为的使用和传递的本质,
更新日期:2017-12-14
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