Promoting learning in online, ill-structured problem solving: The effects of scaffolding type and metacognition level

Kim, Joo Yeun; Lim, Kyu Yon

doi:10.1016/j.compedu.2019.05.001

Cited by 64 publications

(43 citation statements)

References 51 publications

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“…This is in line with the Jonassens's design (Jonassen 2011) and also consistent with several more recent studies supporting the use of context for developing problem-solving skills (Dringenberg and Purzer 2018;Yu, Fan, and Lin 2015;Zhong and Xu 2019). Taken together, I aim to work towards providing additional scaffolding, such as placing an emphasis on structural knowledge, together with metacognitive scaffolding in terms of problem-solving procedures (Kim and Lim 2019).…”

Section: Possible Changes To Instructional Designsupporting

confidence: 81%

Using Asynchronous, Online Discussion Forums to Explore How Life Sciences Students Approach an Ill-Structured Problem

Yeong

2021

TLI

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To foster students’ learning of critical-thinking skills, I previously introduced ill-structured problems to provide students opportunities to apply content knowledge and thinking skills. However, I noted that my third-year, life sciences students were not solving such problems effectively. Therefore, I used a grounded approach and conducted content analysis of students’ forum discussions to understand their problem-solving approaches. The students worked in small groups using asynchronous, online discussion forums (AODFs) to discuss their approaches to solving an ill-structured problem posed. Each group submitted their solution to the problem in an essay. From my analysis of students’ posts at AODFs, students seemed fairly competent in using domain-specific knowledge and certain domain-general skills in scientific argumentation. However, they lacked the ability to properly define the problem scope and, consequently, failed to address the problem adequately. The study illuminated students’ challenges and provided me possible ways to plan relevant scaffolds in subsequent iterations of the activity.

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Section: Possible Changes To Instructional Designsupporting

confidence: 81%

Using Asynchronous, Online Discussion Forums to Explore How Life Sciences Students Approach an Ill-Structured Problem

Yeong

2021

TLI

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“…More recently, Kim and Lim (2019) compared the effects of supportive (i.e., conceptual) and reflective (i.e., meta-cognitive) scaffolding on problem-solving performance and learning outcomes in online illstructured problem solving in Korea. The results indicated that the reflective scaffolding group outperformed the supportive scaffolding group in problem-solving performance and learning outcomes.…”

Section: Scaffolding In Online Learningmentioning

confidence: 99%

A Meta-Analysis of Scaffolding Effects in Online Learning in Higher Education

Doo

Bonk

Heo

2020

IRRODL

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The significance of scaffolding in education has received considerable attention. Many studies have examined the effects of scaffolding with diverse groups of participants, purposes, learning outcomes, and learning environments. The purpose of this research was to conduct a meta-analysis of the effects of scaffolding on learning outcomes in an online learning environment in higher education. This meta-analysis included studies with 64 effect sizes from 18 journal articles published in English, in eight countries, from 2010 to 2019. The meta-analysis revealed that scaffolding in an online learning environment has a large and statistically significant effect on learning outcomes. The meta-cognitive domain yielded a larger effect size than did the affective and cognitive domains. In terms of types of scaffolding activities, meta-cognitive scaffolding outnumbered other types of scaffolding. Computers as a scaffolding source in an online learning environment were also more prevalent than were human instructors. In addition, scholars in the United States have produced a large portion of the scaffolding research. Finally, the academic area of language and literature has adopted scaffolding most widely. Given that effective scaffolding can improve the quality of learning in an online environment, the current research is expected to contribute to online learning outcomes and learning experiences.

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“…Learners acquiring information using Web-based inquiry for achieving higher level knowledge has been termed technology-enhanced scaffolding [69]. From research on teaching methods, scaffolding provides an individual learner with just enough knowledge to make progress on his or her own [69,70]. However, Web-based scaffolding appeared to also initiate veterinary students’ circular research behavior.…”

Section: Discussionmentioning

confidence: 99%

Students' Experiences of Seeking Web-Based Animal Health Information at the Ontario Veterinary College: Exploratory Qualitative Study

Lai¹,

Khosa²,

Jones‐Bitton³

et al. 2019

JMIR Med Educ

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BackgroundAlthough searching for health information on the internet has offered clear benefits of rapid access to information for seekers such as patients, medical practitioners, and students, detrimental effects on seekers’ experiences have also been documented. Health information overload is one such side effect, where an information seeker receives excessive volumes of potentially useful health-related messages that cannot be processed in a timely manner. This phenomenon has been documented among medical professionals, with consequences that include impacts on patient care. Presently, the use of the internet for health-related information, and particularly animal health information, in veterinary students has received far less research attention.ObjectiveThe purpose of this study was to explore veterinary students’ internet search experiences to understand how students perceived the nature of Web-based information and how these perceptions influence their information management.MethodsFor this qualitative exploratory study, 5 separate focus groups and a single interview were conducted between June and October 2016 with a sample of 21 veterinary students in Ontario, Canada.ResultsThematic analysis of focus group transcripts demonstrated one overarching theme, The Overwhelming Nature of the Internet, depicted by two subthemes: Volume and Type of Web-based Health Information and Processing, Managing, and Evaluating Information.ConclusionsIntegrating electronic health information literacy training into human health sciences students’ training has shown to have positive effects on information management skills. Given a recent Association of American Veterinary Medical Colleges report that considers health literacy as a professional competency, results of this study point to a direction for future research and for institutions to contemplate integrating information literacy skills in veterinary curricula. Specifically, we propose that the information literacy skills should include knowledge about access, retrieval, evaluation, and timely application of Web-based information.

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Promoting learning in online, ill-structured problem solving: The effects of scaffolding type and metacognition level

Cited by 64 publications

References 51 publications

Using Asynchronous, Online Discussion Forums to Explore How Life Sciences Students Approach an Ill-Structured Problem

Using Asynchronous, Online Discussion Forums to Explore How Life Sciences Students Approach an Ill-Structured Problem

A Meta-Analysis of Scaffolding Effects in Online Learning in Higher Education

Students' Experiences of Seeking Web-Based Animal Health Information at the Ontario Veterinary College: Exploratory Qualitative Study

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