Peer Tutoring and Scaffolding Principle for Inclusive Teaching

This paper aims to investigate the theoretical references that the literature offers with respect to the principle of scaffolding and to the methodology of Peer Tutoring from an inclusive perspective. The principle of scaffolding, in fact, has its roots in the first definitions by Vygotskij (1978a) who defines it as the social support provided to the student during the completion of a learning task to solve a problem or achieve a goal. Subsequently, this principle has been declined in an inclusive perspective with respect to classroom management and with respect to new transmedia learning environments. The reference literature was reviewed to highlight the learning outcomes related to the principle of cognitive, metacognitive and emotional scaffolding. In addition, from the point of view of classroom management from an inclusive perspective, a declination that is effective refers to Peer Tutoring. This methodology aims to promote mutual interactions mediated by peers in order to optimize individual functioning and promote the holistic development of the parties involved. Therefore, the Peer Tutoring methodology was highlighted with reference to both the theoretical and practical components of the studies investigated

Low-achieving students’ participation to collaborative learning and group-level regulation

Abstract. The aim of this thesis was to first explore low-achieving students’ participation to collaborative group learning interaction. Second, the thesis explored low-achieving students’ participation to group-level regulation of learning. Students who regulate their own learning process, individually and in groups, have been found to achieve higher learning outcomes. In collaborative groups, students engage in interactions to negotiate strategy and construct shared knowledge. To regulate their learning, student groups actively direct their efforts, and exercise agency by controlling their learning, strategic choices, learning goals, and task engagement, rather than relying on instructors to do it for them. As such, students take an active role in their own learning, and in doing so, demonstrate a high level of self-efficacy and motivation towards learning. In this study, 31 students, nine of which low-achieving in a physics individual examination, were selected to explore and compare low-achieving students’ collaborative activity through coding and analysis of video data. Through two research questions, this thesis aimed to explore: 1) how low-achieving students participate in small group collaborative interaction, and 2) how low-achieving students participate in group-level regulation of learning. Results suggest that some students regardless of achievement level appear considerably inactive in group-level regulation. This thesis also found that initiating regulation does not seem to be distributed evenly between group members, but rather that an individual member often has the lead in initiating group-level regulation. It also appears that low-achieving students may be less active in metacognitive interaction and less likely to take a lead role in group interaction and regulatory activities. However, larger samples of low-achieving students are necessary for generalizable results on achievement groups. Future research should look to explore the factors influencing individual low-achieving student activity in collaborative learning and regulation of learning. The main implications to teaching should be to aim to develop effective solutions for identifying and supporting low-achieving students who are consistently inactive in collaborative learning and regulation of learning

E-learning in Science and Design and Technology : Proceedings of IDATER on-line conference 2005 - 2006

E-learning in Science and Design and Technology : Proceedings of IDATER on-line conference 2005 - 200

Location-based and contextual mobile learning. A STELLAR Small-Scale Study

This study starts from several inputs that the partners have collected from previous and current running research projects and a workshop organised at the STELLAR Alpine Rendevous 2010. In the study, several steps have been taken, firstly a literature review and analysis of existing systems; secondly, mobile learning experts have been involved in a concept mapping study to identify the main challenges that can be solved via mobile learning; and thirdly, an identification of educational patterns based on these examples has been done. Out of this study the partners aim to develop an educational framework for contextual learning as a unifying approach in the field. Therefore one of our central research questions is: how can we investigate, theorise, model and support contextual learning