Towards a quantitative evaluation of the relationship between the domain knowledge and the ability to assess peer work

In this work we present the preliminary results provided by the statistical modeling of the cognitive relationship between the knowledge about a topic a the ability to assess peer achievements on the same topic. Our starting point is Bloom's taxonomy of educational objectives in the cognitive domain, and our outcomes confirm the hypothesized ranking. A further consideration that can be derived is that meta-cognitive abilities (e.g., assessment) require deeper domain knowledge

Academic Achievement and Peer Tutoring in Mathematics: A Comparison Between Primary and Secondary Education

Peer tutoring in Mathematics has reported academic benefits across many educational levels, from Preschool to Higher Education. However, recent literature reviews and meta-analysis state that students experience higher gains in Primary or Elementary Education (ages 7–12 years) than in secondary education or middle school and high school (ages 13–18 years). This study examined the effects of peer tutoring on students’ mathematics achievement in primary and secondary education under similar settings. 89 students from first, fourth, seventh, and ninth grades participated in the study. The design of this research was quasi-experimental with pretest–posttest without control group. The statistical analysis reported significant improvements for both, Primary and Secondary Education. The comparison between these educational levels showed that there were no significant differences in the increments of the students’ marks. The global effect size reported for the experience was Cohen’s d = 0.78. The main conclusion is that Peer Tutoring in Mathematics reports similar academic benefits for both, Primary and Secondary Education. Future research must be conducted as the superiority of Peer Tutoring in Primary over Secondary Education has yet to be proved in the Mathematics subject

Improved computation of individual ZPD in a distance learning system

This paper builds upon theoretical studies in the field of social constructivism. Lev Vygotsky is considered one of the greatest representatives of this research line, with his theory of the Zone of Proximal Development (ZPD). Our work aims at integrating this concept in the practice of a computer-assisted learning system. For each learner, the system stores a model summarizing the current Student Knowledge (SK). Each educational activity is specified through the deployed content, the skills required to tackle it, and those acquired, and is further annotated by the effort estimated for the task. The latter may change from one student to another, given the already achieved competence. A suitable weighting of the robustness (certainty) of student’s skills, stored in SK, and their combination are used to verify the inclusion of a learning activity in the student’s ZPD. With respect to our previous work, the algorithm for the calculation of the ZPD of the individual student has been optimized, by enhancing the certainty weighting policy, and a graphical display of the ZPD has been added. Thanks to the latter, the student can get a clear vision of the learning paths that he/she can presently tackle. This both facilitates the educational process, and helps developing the metacognitive ability self-assessment

The impact of online reciprocal peer tutoring on students' academic performance

Students learn and teach each other is believed able to optimize their learning outcome. Today, with the rapidly emergent online technology has provided the students' opportunity to gain knowledge without relying solely on teachers. By implementing a peer learning like reciprocal peer tutoring strategy, incorporating with the popular and trendy online platform such as Facebook can be used to improve educational outcomes. In this study, the reciprocal peer tutoring strategies have been implemented using Facebook as a platform for students to learn and discuss the subject matter. This study investigates the effectiveness of online reciprocal peer tutoring in improving their academic performance. A pre-experimental (Pre-and post-test) was conducted across 4 weeks, involving 29 undergraduate students. The result suggests the online reciprocal peer tutoring environment was found to significantly influence the students’ performance test. Thus, the online reciprocal peer tutoring can be promising in higher education

Facilitating community building in Learning Networks through peer tutoring in ad hoc transient communities

De volledige referentie is: Kester, L., Sloep, P. B., Van Rosmalen, P., Brouns, F., Koné, M., & Koper, R. (2007). Facilitating Community Building in Learning Networks Through Peer-Tutoring in Ad Hoc Transient Communities. International Journal of Web based Communities, 3(2), 198-205.Learning in a so called Learning Network is particularly attractive to self-directed learners, who themselves decide on their learning programme as well as on the timing, pace and place of their studies. However, such learners may easily become isolated, which is detrimental to their studies. Furthermore, supporting them with their studies rapidly lead to staff overload. This paper discusses of ad hoc, transient communities as a means of tackling both problems. It is argued that such communities are well poised to enhance the sociability of a Learning Network and increase learning effectiveness

Moderating Effect of Self-Efficacy in the Mediating Effect of Self-Regulation on Students’ Academic Performance

In this study, the mediating effect of self regulation on self-efficacy – academic performance relationship was proposed to be further moderated by self-efficacy. Four hundred and sixty seven secondary school students drawn from schools in an education zone of Ogun State, Nigeria took part in the study. Data were collected using three validated scales and academic records of students. Analysis was carried out on SPSS version 21 using the moderated mediation macro (model 1) developed by Hayes (2013). Results indicated that there were significant and positive relationships between self-efficacy, self-regulation and academic performance. Results indicated that the indirect effect of self-efficacy on academic performance through self-regulation is conditioned on self-efficacy. Implications for theory, research and intervention programmes were stressed. Key Words: Self regulation; Self-efficacy; Academic performance; Students; Moderated mediation effect

Using Ad Hoc Transient Communities to Strengthen Social Capital: Design Considerations

Fetter, S., Berlanga, A. J., & Sloep, P. B. (2010). Using Ad Hoc Transient Communities to Strengthen Social Capital: Design Considerations. In L. Dirckinck-Holmfeld, V. Hodgson, C. Jones, M. de Laat, D. McConnell, & T. Ryberg (Eds.), Proceedings of the 7th International Conference on Networked Learning (NLC-2010) (pp. 151-158). May, 3-4, 2010, Aalborg, Denmark.In this paper we argue that Ad Hoc Transient Communities (AHTCs) are a promising means to improve community sustainability by strengthening the social capital of the community. AHTCs are a means through which participants are brought together for a specific, learning-related goal (‘ad hoc’) and for only a limited amount of time (‘transience’). In this paper a first design for an AHTC service is presented which will be implemented in the eTwinning network (+ 70.000 users). Following a short theoretical introduction, a use case is presented outlining how a new participant would use the service. In this use case the participant initially does not know who to contact for asking a question. Using the system, the participant receives an answer from two participants whom were selected by the service. Over time and with more use, the participant has gained many connections with other participants, feels a sense of belonging to the community, as well as is answering questions from others. However, not only the participant that asked the question benefited, also the participants helping did. By working together the invited participants got to know each other as well. Following the use case, important design choices are elaborated upon. These design choices are: Finding the right participants with a matching system, participant accountability through ratings, showing participant’s previous activity and contacts to increase sense of belonging, and accessibility and Usability. Subsequently, related work on Question and Answer websites as well as Question and Answer services is described. Lessons learned from the related work concern the importance of a matching system, finding a balance between public and private questions, the value of ratings as well as the danger of providing paid tutors through the system. Finally, it is concluded that implementing an AHTC service as proposed in this paper should lead to the desired effects on social capital. These effects are decentralizing the social network structure, improving the sense of belong to the community, and increasing mutual support. Testing for these effects will be done with a combination of social network analyses, a questionnaire, and logging data. Based on the design a prototype can be built, while at the same time a user requirement analysis with stakeholders will be conducted, leading to a longitudinal study within the eTwinning network.European project: Tellnet Project Number - 505594-LLP-1-2009-1-BE-Ka4-KA4SRM

The Effects of Reciprocal Peer Tutoring on Chemistry Students’ Achievement and Retention in Chemical Kinetics in Jos Metropolis, Nigeria

This study investigated the effect of reciprocal peer tutoring (RPT) strategy on chemistry students’ achievement and retention in chemical kinetics in Jos metropolis. It specifically attempted to determine and compare the achievements of students exposed to RPT and conventional teaching. The quasi-experimental design, specifically the pretest-posttest - control group design was used. The sample consisted of 86 students drawn from two randomly selected secondary schools. There were 41 students in the control class and 46 in the experimental class. A chemical kinetics achievement test (CKAT) was used to collect data from respondents and the data was analyzed using mean, standard deviation and t-test at 0.05 level of significance. The study revealed that the students exposed to RPT significantly achieved better than those exposed to conventional teaching. Similarly, those students that were taught using RPT were significantly better than those exposed to conventional teaching in the retention of what was taught them after four weeks. There was no significant difference in the achievement and retention of male and female students taught using RPT strategy. The study concluded that the achievement and retention of male and female chemistry students of the students is enhanced when exposed to reciprocal peer tutoring strategy. It is recommended that reciprocal peer tutoring strategy should be used by chemistry teachers in order to improve the achievement and retention of male and female chemistry students in the subject. Furthermore, a study should be conducted to find out the effect of varying RPT on students’ achievement and retention in chemistry. Keywords: Reciprocal peer tutoring, achievement, retention, chemical kinetics DOI: 10.7176/JEP/12-24-13 Publication date:August 31st 2021

Reducing Computer Anxiety in Self-Paced Technology Training

Industry reports continue to highlight the importance and growth of e-learning. However, researcher, trainers and trainees all agree that e-learning is different in terms of the level of personalization and anxiety that it brings, and its impact on outcomes. This paper presents a research model to reframe the dominant theory in technology training, i.e. Socio-Cognitive theory and its impact on learning, including the impact of perceived anxiety and team-based learning. Results from an empirical study are presented. Results show that teams based e-learning can reduce perceived anxiety and thus, improve training outcomes. Theoretical and practical implications are also presented