Using technology-enhanced peer tutoring to support knowledge sharing in Learning Networks
Authors: Hsiao, Amy; Brouns, Francis; Sloep, Peter
Abstract: In Learning Networks, learners need to acquire knowledge through knowledge sharing with other participants. However, without support, learners have to self-organize knowledge sharing and this could induce extraneous load. According to cognitive load theory, this self-organized knowledge sharing becomes detrimental to learning effectiveness and efficiency when working on complex tasks. This study investigated the effect of using peer tutoring to support knowledge sharing on different levels of task complexity in the Learning Network of Internet Basics. Based upon cognitive load theory, an interaction effect was expected that peer tutoring would reduce extraneous load and result in better learning effectiveness and efficiency only on complex tasks. In addition, we expected that using peer tutoring would result in better knowledge sharing on complex tasks. However, these hypotheses were not confirmed because of the limited number of knowledge sharing inquiries and this indicated that the peer tutoring support was not used sufficiently to have effects on cognitive load, learning effectiveness and efficiency. The exploration of applying cognitive load theory in a non-formal Learning network showed the challenges of data collection, especially for measuring cognitive load in such learning environments.
Description: Hsiao, Y. P., Brouns. F., & Sloep, P. B. (submitted). Using technology-enhanced peer tutoring to support knowledge sharing in Learning Networks.