Building Trust and Social Networks Through Online Cross-Class Peer Tutoring

Abstract

Online peer tutoring faces challenges such as diminished trust and reduced student interactions, indicating the importance of the social and emotional aspects in computer-supported collaborative learning. This study examined the impact of interaction quality on students’ trust and the potential for expanding social networks through a cross-class peer tutoring system in junior high math extracurricular activities. The findings indicate that interaction quality enhanced students’ trust, particularly among low-engaging students, highlighting the importance of fostering high-quality interactions and supporting low-engaging students. The system also helped students form cross-class connections, suggesting its potential to be used in remote learning.