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.