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A study of Online Peer-Assisted Learning Strategy System on Elementary Students’ Learning and Self-concept
PROCEEDINGS

, Taipei Municipal University of Education, Taiwan

Society for Information Technology & Teacher Education International Conference, in Las Vegas, Nevada, USA ISBN 978-1-880094-64-8 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC USA

Abstract

This study developed a synchronous computer supported collaborative learning system (PALSS) which integrated peer-assisted learning strategy to promote online peer learning in elementary settings. Fifty-six fourth-grade students of an elementary school in Taiwan participated in this study for eight weeks. The results of this study indicated that students in the online peer-assisted learning group outperformed the face-to-face group on the Reading Comprehension Test (F=4.37, p<.05). The results revealed that different types of online activities resulted in different online peer interaction. There was strong positive correlation between students' self-concept and online tutor's and tutee's behaviors. The positive findings supported that PALSS was an effective tool for enhancing students' Chinese reading proficiency. The PALSS also has the potential effect on promoting self-concept for students with low participation in a CSCL learning environment.

Citation

Tsuei, M. (2008). A study of Online Peer-Assisted Learning Strategy System on Elementary Students’ Learning and Self-concept. In K. McFerrin, R. Weber, R. Carlsen & D. Willis (Eds.), Proceedings of SITE 2008--Society for Information Technology & Teacher Education International Conference (pp. 2251-2256). Las Vegas, Nevada, USA: Association for the Advancement of Computing in Education (AACE). Retrieved March 19, 2024 from .

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