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 Communications and Technology, National Taipei University of Education, Taipei, Taiwan. Her research interests include web-based learn- ing and instructional strategies of technologies. Address for correspondence: Dr Mengping Tsuei, Graduate School of Educational Communications and Technology, National Taipei University of Education, 134, Section 2, He-Ping East Road, Taipei, Taiwan. Email: mptsuei@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 well- developed, synchronous computer-supported, collaborative learning system to facilitate students’ learning in Chinese. We first review the theoretical frame- work and architecture of EPK. This study aimed to compare students learning Chinese language arts activities online using EPK with students learning face- to-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. Introduction Peer-assisted learning is one of the most effective methods in education (Topping, 2001). The well-structured intervention of peer-assisted learning involves the use of sequential learning activities and turn-taking mechanisms. The technique has been employed in both classrooms and online learning contexts (Smet, Keeper & Valcke, 2008; Webb & Mastergeorge, 2003). In Computer Supported Collaborative Learning (CSCL), technology is used as a mediational tool to enhance and support peer learning between the participants (Koschmann, 1996; Lipponen, 2002). Various scaffolding British Journal of Educational Technology Vol 42 No 2 2011 214–232 doi:10.1111/j.1467-8535.2009.01006.x © 2009 The Author. British Journal of Educational Technology © 2009 Becta. Published by Blackwell Publishing, 9600 Garsington Road, Oxford OX4 2DQ, UK and 350 Main Street, Malden, MA 02148, USA.