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The Impact of Assigned Roles and Cross-Age Peer Tutors on Knowledge Elaboration, Knowledge Convergence, and Group Performance in Synchronous Online Learning Environment

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State-of-the-Art and Future Directions of Smart Learning

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Abstract

In this chapter, the impact of assigned roles and cross-age peer tutors on knowledge elaboration, knowledge convergence, and learning performance in synchronous online learning environment are investigated. Four fundamental roles were selected: information searcher, explainer, coordinator, and summarizer. The graduate students were designated as cross-age peer tutors, and they were randomly assigned to each group. The knowledge map analytical approach was adopted to analyze and calculate the level of knowledge elaboration and knowledge convergence. The results indicated that there were significant differences in the level of knowledge elaboration and knowledge convergence between the assigned roles groups and group neither roles nor tutors. The significant differences between the group with tutors and the group neither roles nor tutors were also found in the level of knowledge elaboration and knowledge convergence. However, there was no significant difference in group performance among these three conditions. The implications for educators and practitioners as well as future directions are discussed in detail.

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Acknowledgement

This study was supported by the Fundamental Research Funds for the Central Universities.

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Authors and Affiliations

  1. School of Educational Technology, Faculty of Education, Beijing Normal University, Beijing, China

    Lanqin Zheng

Authors
  1. Lanqin Zheng
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Correspondence to Lanqin Zheng .

Editor information

Editors and Affiliations

  1. Beijing Normal University, Beijing, China

    Yanyan Li

  2. Computing and Information Systems, Athabasca University, Edmonton, Alberta, Canada

    Maiga Chang

  3. RWTH Aachen University, Aachen, Germany

    Milos Kravcik

  4. University of Craiova, Craiova, Romania

    Elvira Popescu

  5. Beijing Normal University, Beijing, China

    Ronghuai Huang

  6. Athabasca University, Edmonton, Alberta, Canada

    Kinshuk

  7. National Sun Yat-sen University, Taipei, Taiwan

    Nian-Shing Chen

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Zheng, L. (2016). The Impact of Assigned Roles and Cross-Age Peer Tutors on Knowledge Elaboration, Knowledge Convergence, and Group Performance in Synchronous Online Learning Environment. In: Li, Y., et al. State-of-the-Art and Future Directions of Smart Learning. Lecture Notes in Educational Technology. Springer, Singapore. https://doi.org/10.1007/978-981-287-868-7_25

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  • DOI: https://doi.org/10.1007/978-981-287-868-7_25

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  • Publisher Name: Springer, Singapore

  • Print ISBN: 978-981-287-866-3

  • Online ISBN: 978-981-287-868-7

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