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

New Search

Print Abstract

E-mail Abstract

Full Text

Save to My Collections

Export Citation

Tsuei, M. (2008). A study of Online Peer-Assisted Learning Strategy System on Elementary Students’ Learning and Self-concept. In K. McFerrin et al. (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference 2008 (pp. 2251-2256). Chesapeake, VA: AACE.
Retrieved from http://www.editlib.org/p/27542.

• Share:
• 
• 
• 
• 
• 
• 
• 

Conference Information

Society for Information Technology & Teacher Education International Conference (SITE) 2008
Las Vegas, Nevada, USA
March 3, 2008
ISBN 1-880094-64-9
  Karen McFerrin, Roberta Weber, Roger Carlsen & Dee Anna Willis
AACE

More Information on SITE
Table of Contents

Author

Mengping Tsuei, Taipei Municipal University of Education, Taiwan

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.

Also Read

• Digital Booktalk: Digital Media for Reluctant Readers
• Implementing Technology in the Classroom: Assessing Teachers’ Needs Through the use of a Just-In-Time Support System
• Web-Based Intervention for Higher-Order Reading Skills
• Middle-school Achievement through Technology-Rich Interventions (MATRIX)
• A REVIEW OF WEB-BASED LEARNING SYSTEMS FOR PROGRAMMING
• Video-Assisted Vocabulary Instruction for Elementary School Students with Learning Disabilities
• Learning to Read Online: NEARStar Works!
• A New Image: Online Communities to Facilitate Teacher Professional Development
• Overview of Computer Interventions with Students with Learning Disabilities
• The Impact of CD-ROM Storybooks on Children’s Reading Comprehension and Reading Attitude

Tags