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 Flow in an EEG-based Brain Computer Interface

Major issues in Brain Computer Interfaces (BCIs) include low usability and poor user performance. This paper tackles them by ensuring the users to be in a state of immersion, control and motivation, called state of flow. Indeed, in various disciplines, being in the state of flow was shown to improve performances and learning. Hence, we intended to draw BCI users in a flow state to improve both their subjective experience and their performances. In a Motor Imagery BCI game, we manipulated flow in two ways: 1) by adapting the task difficulty and 2) by using background music. Results showed that the difficulty adaptation induced a higher flow state, however music had no effect. There was a positive correlation between subjective flow scores and offline performance, although the flow factors had no effect (adaptation) or negative effect (music) on online performance. Overall, favouring the flow state seems a promising approach for enhancing users' satisfaction, although its complexity requires more thorough investigations

Re-Thinking Vygotsky: Applying Social Constructivism to Asynchronous Online Courses utilizing the Power of Crowdsourcing

Web 2.0 technologies have dramatically changed the way businesses communicate today and the rise of crowdsourcing is largely seen as an online, distributed model for problem-solving across industries. The maturity of web 2.0 technologies has also increased learners’ interest in online courses. However, the results obtained from online courses are highly debatable in terms of motivation, course completion rates and actual learning that occur. This paper is a call to apply social constructivism approach to online courses, using the power of crowdsourcing to collect educational resources around online courses and using crowd workers as More Knowledgeable Others (MKO’s) in online one-on-one settings to maximize learner’s satisfaction and learning

Peer Tutoring in Middle School: How it Changes Student Achievement and Attitudes

Research literature shows that mathematics is a gatekeeper to success. Providing alternative opportunities for students to strengthen mathematical reasoning over algorithmic computations while problem-solving in a collaborative environment helps to prepare students to compete locally and globally. The purpose of this qualitative case study was to investigate how an afterschool Peer Tutoring Club (PTC) affected academic performances and attitudes of Grade 6, at-risk or “at-promise,” (Samuels, 2020), middle school mathematics students. The gap found in literature revealed a need for additional research involving rigorous multistep problem-solving within peer tutoring programs. This study collected data from 46, 1-hour, afterschool peer tutoring sessions between December 2017 and May 2018. Six PTC tutees were selected as participants. The participants received cross-age and same age peer tutoring while utilizing a district aligned curriculum that consisted of multistep problem-solving. This dissertation addressed the gap found in literature by collecting qualitative and quantitative data from four instruments: (a) district’s math pre/posttest, (b) Attitudes Toward Math Inventory (ATMI), (c) participants’ work, and (d) participants’ exit interviews. Descriptive statistics were used to analyze both qualitative and quantitative data. The data was triangulated to answer the two research questions. The findings from the PTC study supported theory and empirical study evidence that peer tutoring improved academic achievement and attitudes toward math

Teachers\u27 Perceptions Regarding Reaching Struggling Learners In An Elementary School Mathematics Classroom

Elementary school is a critical educational period during which students develop early mathematics skills and build a foundation for future academic success. The purpose of this study was to document the instructional practices and interventions teachers use to identify and meet the needs of struggling learners in a K-3 mathematics classroom. Specific areas of focus included how K-3 teachers identify areas of need and plan for interventions, the resources they rely on in that process, and their own self-efficacy regarding addressing students’ specific needs. Results from online surveys and semi-structured, one-on-one interviews indicated that teachers identify a range of student difficulties including content specific skills (e.g., numeracy, counting, fact fluency), literacy skills, general domain skills (e.g., processing speed), math anxiety, and executive functions (e.g., working memory and attention). Participants acknowledged the range of challenges they face to support struggling students and discussed their practices of actively observing their students, intervening in the moment to address areas of difficulty, and collaborating with grade-level teams to discuss curriculum and share resources. Participants noted a need for professional development focused on targeted interventions and expressed interest in exploring supplemental materials for supporting struggling students. Extensive research that delves into the curriculum materials and assessment tools utilized across a range of K-3 settings is available; however, there is a gap in research related to targeting instruction to meet a range of learners’ needs in an elementary school classroom

An exploratory study of Proximal Mentoring in graduate education

This dissertation explored the construct of Proximal Mentoring from the perspective of the professor, student-mentees, and Proximal Mentors. A master\u27s course and a beginning doctorate course were selected for implementation. All participants were in agreement that the definition of the role of Proximal Mentoring is: provider of content and feedback, model for collaboration, clarifier of course objectives, guide, and role model. None of the participants in this study perceived the role of the PM as a tutor. However, they did not see the role as an expert mentor either. This dissertation suggested that PMs were able to increase their depth and breadth of knowledge while working within the ZPD of new learners to bring those learners to knowledge at a faster rate than the actual developmental level of those learners would normally allow through caring and sharing of themselves along with the sharing of their growing knowledge base

Impact of a Tier 2 Intervention on Freshman Students with Math Disabilities

Math achievement for U.S. high school students identified with math disabilities continues to fall below expected norms. Longitudinal national and state-level assessment data showed a flat or negative trend in math performance of students with disabilities, which may negatively affect their postsecondary outcomes. The purpose of this embedded mixed-methods study was to determine the impact of an extended time algebra course on increasing the math performance of freshman students with math disabilities. The conceptual framework included Vygotsky\u27s sociocultural theory and zone of proximal development, Bloom\u27s theory of master learning, and Carroll\u27s theory of degree of learning. Data collection included archived test scores from the previous school year of 21 students and a survey administered to 4 current teachers of the Tier 2 course. Statistical analysis of the archived scores using an independent samples t-test measured the differences between the means test scores of students from the Extended Time course and the Special Education Algebra course. Additionally, the study used a paired samples t-test to measure pretest and posttest differences in math scores of students enrolled in the intervention course. Results from the t-tests along with coding of the qualitative data indicated that the Tier 2 intervention did not allow students to make statistically significant gains in math performance. Suggestions for improving the Tier 2 course were created based on study findings. The study is significant to high school educators inclusive of classroom teachers, school and district administrators, and curriculum developers because it examined an intervention used for students with disabilities who received educational support in the mainstream classroom. Results can inform best practices for meeting the needs of high school freshman and assist in the development of programming options that positively affect the academic achievement of students with disabilities. Implications for social change include improving math outcomes of students with disabilities as a means of increasing their success in postsecondary endeavors