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

Jijian Lu; Pan Tuo; Ruisi Feng; Max Stephens; Mohan Zhang; Zhonghua Shen

doi:10.3389/fpsyg.2022.815625

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

Front Psychol. 2022 Apr 7:13:815625. doi: 10.3389/fpsyg.2022.815625. eCollection 2022.

Authors

Jijian Lu¹, Pan Tuo², Ruisi Feng¹, Max Stephens³, Mohan Zhang¹, Zhonghua Shen^{1

4}

Affiliations

¹ Jinghengyi School of Education, Hangzhou Normal University, Hangzhou, China.
² School of Education, Shaanxi Normal University, Xi'an, China.
³ Melbourne Graduate School of Education, University of Melbourne, Melbourne, VIC, Australia.
⁴ Basic College, Zhejiang Pharmaceutical Vocational University, Ningbo, China.

Abstract

The aim of this study is to use a commognitive responsibility framework to visualize responsibility shift in collaborative problem solving (CPS) during computer-supported one-to-one tutoring. Commognitive responsibility shift means that individuals' cognitive responsibility shift can be reflected by the discourse in communication. For our sample, we chose a 15-year-old Chinese boy and his mathematics teacher with 6 years of teaching experience, both of whom have experienced computer-supported learning and teaching mathematics, respectively. We collected four tutoring videos (each 60-90 min; in total, more than 330 min) online, and a 45-min interview video from the teacher. We found that the third type of commognitive responsibility shift in both the teacher's and student's CPS behavior online is not only teacher-student comparison but also alternating-led, which includes teacher-student-led (TS) and student-teacher-led (ST).

Keywords: collaborative problem solving (CPS); commognitive responsibility shift; computer-supported; mathematics; one-to-one tutoring.