Towards dynamically monitoring computer-assisted instruction to reduce educational inequality. (3rd July 2022)

• Record Type: Journal Article
• Authors: Chevalère, J.
• Is Part Of: Learning. Volume 8:Number 2(2022)
• Page Start: 133
• Page End: 138
• Publication Date: 2022-07-03
• Subjects: Educational inequality -- socioeconomic status -- working memory -- individualised learning -- computer-assisted instruction; Learning -- Research -- Periodicals; Learning -- Periodicals; Learning; Learning -- Research; Periodicals; 370.152305
• DOI: 10.1080/23735082.2022.2073384
• Languages: English
• ISSNs: 2373-5082

Abstract

ABSTRACT: Educational inequality may entail not only socioeconomic disparities, but also cognitive-affective disparities across students. Considering the pervasive socio-contextual factors inherent to classroom environments affecting students' self-confidence and learning – e.g., stereotype threats linked to low cognitive abilities or disadvantaged socioeconomic backgrounds – I envision the possibility to administer and monitor computer-assisted instruction dynamically to fit individual learner needs as a way to minimise, when needed, the influence of contextual factors and enhance self-perceptions to better help students cope with other classmates in group settings. This approach, which represents a neglected possibility so far, may be of interest for researchers and teachers in their daily practice and may stimulate the debate on educational inequality.