Is One-to-One program necessary?
Thought Paper #3
July 4, 2021
David Jihyung CHO
ETEC 512 66C
Dr. Janet McCracken
Since covid-19, the rapidly changing education paradigm has led education researchers to experience the
busiest and most difficult times, which are now ongoing. In this paper, I would like to discuss some of the
factors that can affect the One-to-One program, considering the situations.
First of all, I am all for the introduction of the One-to-One program. However, several vital prerequisites
must be met to implement this, and research on various variables is essential.
Does age or the subject area matter?
As online non-face-to-face classes become popular, many students are experiencing sexual polarization.
How effectively students concentrate in a non-face-to-face setting has a significant impact on their grades.
If every student takes classes using individual smart devices, most of all, the level of self-control to shake
off various temptations will determine the success of the One-To-One program. For example, I think
students' persistence and self-effectiveness through classes are crucial for online classes such as flipped
learning and MOOC. It is more difficult for younger students to self-control and concentrate longer time
on the class. Thus, age and grade are variables that must be considered in the one-to-one program, as
students may also face problems so-called "Fourth-grade slump" (James, 2005) depending on their level
of linguistic ability.
Another factor to consider is subjects. The efficiency of the one-to-one program will vary for each
subject. Subjects such as mathematics and science can be easily organized and proceeded with curricula
using Gamification, but the One-to-One program may not be very effective in physical education since it
requires feasible and actual space and materials.
One of the most critical challenges that One-to-One programs will face is the issue of cyberbullying and
Nomophobia. Although there have been various systems and laws to protect students from cyberbullying,
which is not enough, the recently emerging concept of Nomophobia should be more alerted and
researched to prevent students from being ruled by dopamine.
Reference
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Bragazzi, N., & del Puente, G. (2014). A proposal for including nomophobia in the new DSM-V.
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