Commognitive responsibility shift and its visualizing in computer-supported one-to-one tutoring

ABSTRACT

This study is the extension of our previous visualizing study on the commognition processes in computer-supported one-to-one tutoring. With the help of the scale of commognitive responsibility score, we found that the main triggers of the commognition process shift are the positive transfer of knowledge and cognitive conflict. On the basis of Fisher and Frey's theory and our practical experience, we suggest the online teachers to provide (1) prompts to invite; (2) robust questions to access; (3) cues to find mistakes; (4) discussion to develop and (5) spiral review to connect.

KEYWORDS:

• Commognitive responsibility
• visualizing
• one-to-one tutoring
• computer-supported
• mathematics

Acknowledgements

We would like to thank the student, parents, teacher and platform staff for their invaluable support of this project.

Disclosure statement

No potential conflict of interest was reported by the author(s).

Additional information

Funding

This research was conducted with the National key R & D plan of China (2018YFB1004903) provided by the Ministry of science and technology of China, and Diligent and careful research and Start up Project of scientific research (RWSK20191008) provided by Hangzhou Normal University.

Notes on contributors

Jijian Lu

Jijian Lu is a college lecturer in the Jing Hengyi Honors College, Hangzhou Normal University. He has been supported by National Construction of High-Level University Postgraduate Project from China Scholarship Council to be a joint training PhD student at The University of Melbourne for 1 year. His current research interests include commognition during one-to-one tutoring and artificial intelligence assistant in classroom.

Yan Tao

Yan Tao is an undergraduate student in the Jing Hengyi Honors College, Hangzhou Normal University. She mainly researches the following current area: commognitive responsibility and computer-supported one-to-one tutoring

Jinghao Xu

Jinghao Xu is an undergraduate student in the Jing Hengyi Honors College, Hangzhou Normal University. He mainly researches the following current area: artificial intelligence application in Education

Max Stephens

Max Stephens is a senior research fellow in the Melbourne Graduate School of Education, at The University of Melbourne. His current areas of research include identifying the emergence of students’ algebraic thinking in the primary and middle years of school, and developing and using constructs of Teacher Capacity to support curriculum reform in mathematics. He has continuing interests in mathematics education and curriculum development internationally, most notably in Japan and in China.