This paper reports a case study of 20 university peer tutor-tutee dyads which engaged in online synchronous peer tutoring using MENTOR, a mobile application developed to support peer tutoring. Despite years of research, peer tutoring still attracts significant attention and an emerging area of research is online peer tutoring. This study aimed to contribute to research on mobile peer tutoring, which is still in its infancy stage. Underpinned by Vygotskian social-cultural learning and Wertsch's notion of mediated actions by tools, a qualitative analysis of the recorded tutees’ mobile phone screen during the peer tutoring sessions was conducted. Our findings show three different types of peer tutor-tutee social cognitive interactions, with varying degrees of tutees showing agency in seeking clarifications. While most tutees demonstrated some level of agency in seeking clarifications, fewer tutees showed agency in co-annotating on the canvas space. The findings also illuminate how the participants leveraged the canvas tools provided by MENTOR to create a shared understanding and cognitive convergence.Implications for practice or policy:University teachers could engage students in peer tutoring using mobile applicationsPeer tutors could engage tutees by asking questions or pause for clarificationsTutees could play an active role in seeking clarifications or offer their ideasMobile peer tutoring participants could leverage features of the technology to create a shared understanding

中文翻译：

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大学生如何协商认知-社会互动并利用认知工具进行移动同伴辅导

本文报告了 20 名大学同伴导师-学生二人组的案例研究，他们使用 MENTOR 进行在线同步同伴辅导，MENTOR 是为支持同伴辅导而开发的移动应用程序。尽管经过多年的研究，同伴辅导仍然引起了极大的关注，一个新兴的研究领域是在线同伴辅导。本研究旨在为仍处于起步阶段的移动同伴辅导研究做出贡献。在 Vygotskian 社会文化学习和 Wertsch 的工具中介行为概念的支持下，对同伴辅导课程期间记录的学生手机屏幕进行了定性分析。我们的研究结果显示了三种不同类型的同伴导师-学生社会认知互动，不同程度的学生表现出寻求澄清的代理权。虽然大多数学生在寻求澄清方面表现出一定程度的能动性，但很少有学生表现出在画布空间上共同注释的能动性。研究结果还阐明了参与者如何利用 MENTOR 提供的画布工具来创建共享理解和认知融合。对实践或政策的影响：大学教师可以使用移动应用程序让学生参与同伴辅导同伴导师可以通过提问或暂停来吸引学生澄清学生可以在寻求澄清或提供他们的想法方面发挥积极作用移动同伴辅导参与者可以利用该技术的功能来建立共同的理解