Peer+Assisted+Learning

Development of a peer-assisted learning strategy in computer-supported collaborative learning environments for elementary school students Mengping Tsuei Mengping Tsuei is a professor at the Graduate School of Educational Comnulnications and Technology, National Taipei University of Education, Taipei, Taiwan. Her research interests include web-based learning and instructional strategies of technologies. Address for correspondence: Dr Mengping Tsuei, Graduate School of Educational Commuinications and Technology, National Taipei University of Education, 134, Section 2. He-Ping East Road, Taipei, Taiwan. Email: niptsuei@tea.ntue.edu.tw

Abstract This study explores the effects of Electronic Peer-Assisted Learning for Kids (EPK), on the quality and development of reading skills, peer interaction and self-concept in elementary students. The EPK methodology uses a welldeveloped, synchronous computer-supported, collaborative learning system to facilitate students' learning in Chinese. We first review the theoretical framework and architecture of EPK. This study aimed to compare students learning Chinese language arts activities online using EPK with students learning faceto- face in a classroom setting. Students' online interactions were coded into four patterns of peer interactions: task coordination, tutor behaviour, tutee behaviour and off-task. The online activity type significantly influenced the online peer interactions. Students in the online peer-assisted learning group outperformed the face-to-face group on reading skills. Students learning online showed significant growth in self-concept, and this was especially true for students who were passive participants. These findings demonstrate that EPK is an effective tool that can enhance elementary students' reading, as well as promote positive self-concepts.

To me the most pertinent points of this article are that studies show that peer-assisted learning improves self- concept which, in turn, improves overall academic performance.

Important Points: Peer-assisted learning is one of the most effective methods in education (Topping,2001).

Peer tutoring is proposed to have a positive effect on students' self-esteem because the process facilitates social skills and can avoid the pitfalls of performance goal orientation in learning (Galloway, Rogers, Armstrong & Leo, 1998). These approaches provide students with opportunities for instructional self-evaluation mid self-reward, which have been associated with increased feelings of autonomy, motivation and achievement (Fantuzzo & Polite, 1991). (p.217)

The peer model has a functional value and can serve to motivate individuals' behaviours and achievements Oessor, 1993; Ma, 2001). The online peer-assisted learning strategy is most helpful when it creates equal opportunities for all of the group members (Warschauer, 1996). (p.228)

These results were in accordance with those of Fantuzzo and Polite (1991) and supported the notion that peer-assisted learning results in significant academic gains and feelings of mastery, self-efficacy and self-worth. As described by Spear-Swerling and Sternberg (1994), an individual's self-concept influences skill development by affecting a student's motivation and effort in the learning context.