Heisawn Jeong

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Human one-to-one tutoring has been shown to be a very effective form of instruction. Three contrasting hypotheses, a tutor-centered one, a student-centered one, and an interactive one could all potentially explain the effectiveness of tutoring. To test these hypotheses, analyses focused not only on the effectiveness of the tutors’ moves, but also on the(More)
Students learn more and gain greater understanding from one-to-one tutoring. The preferred explanation has been that the tutors’ pedagogical skills are responsible for the learning gains. Pedagogical skills involve skillful execution of tactics, such as giving explanations and feedback, or selecting the appropriate problems or questions to ask the students.(More)
This symposium brings together a panel of researchers using contrasting case methodology to analyze computer-supported collaborative learning in a wide range of learning environments. Such analyses can help researchers better understand the differences in the collaborative processes by sharpening researchers’ perception and facilitating the discovery of(More)
This study reports preliminary findings from a study that investigated (1) the kind and extent of shared knowledge constructed after collaborative learning and (2) the relationship between the construction of shared knowledge and individual learning. In this study, college dyads collaborated to learn a biology concept. Preliminary findings showed that pairs(More)
Productive multivocality in CSCL has been the focus of a series of workshops involving the comparison and contrasting of multiple analyses of the same datasets, with the goal of learning how different epistemologies and analysis methods of collaborative learning can complement each other and allow a more complete understanding to emerge. A prerequisite to(More)