Scaffolding group learning in a collaborative networked environment

Wu, Amy S.; Farrell, Rob; Singley, Mark K.

doi:10.3115/1658616.1658651

Cited by 18 publications

(10 citation statements)

References 29 publications

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“…Although the tutor is the only actor deliberately using scaffolding during joint decision-making discussions, it is obvious that more knowledgeable peers will also influence the learning situation by peer scaffolding. Wu, Farrell, and Singley (2002) have found that student tutors are performing problem-solving facilitation techniques similar to those of adult tutors described by Graesser, Person, and Magliano (1995).…”

Section: Evaluating the Process Of Managing Dilemmasmentioning

confidence: 88%

Tutor scaffolding styles of dilemma solving in network-based role-play

Pata

Sarapuu

Lehtinen

2005

Learning and Instruction

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Section: Evaluating the Process Of Managing Dilemmasmentioning

confidence: 88%

Tutor scaffolding styles of dilemma solving in network-based role-play

Pata

Sarapuu

Lehtinen

2005

Learning and Instruction

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“…This recent conception of the bi-directional ZPD in learning groups, the learning potential in small groups, where students have incomplete but relatively equal expertise, and where each partner who possesses some knowledge and skills requires the others' contribution in order to make progress (Goos et al, 2002), opens up the peers' team-level regulative interactions as a potential area for the theoretical application of the scaffolding metaphor. Wu et al (2002) note that peer-tutors involved in facilitating problem-solving use corresponding types of facilitation acts to the adult tutors' dialogue move categories of scaffolding described by Graesser et al (1995). Similiarly, Pata et al (2005) have demonstrated that peers in a tutorless collaborative decision-making situation and in a similar tutored situation use the same types of scaffolding acts as a tutor.…”

Section: Introductionmentioning

confidence: 93%

Inter-relations of tutor’s and peers’ scaffolding and decision-making discourse acts

2006

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This study investigates the mechanisms of scaffolding in a synchronous network-based environment -the 'collaborative virtual workplace'. A theoretical 'multiactor' scaffolding model was formulated. The study itself focused on the role and interrelations of verbal scaffolding by tutor and peers during a collaborative process of making decisions about environmental issues. The analysis drew on data from the decision-making discussions of 31 groups -material that was saved automatically by the learning environment software. The age of the 62 students ranged from 14 to 17. Discourse act categories were devised to describe the tutor's and the students' taskrelated, supportive and social communicative acts. The scaffolding situation was characterized through a causal discourse act interaction approach. Tutor and students appeared to be elaborating and replacing each other's process scaffolding acts in the collaborative decision-making situation. The influence of certain tutor's and students' inter-related scaffolding patterns on students' decision-making provided empirical support for the 'multi-actor' scaffolding model.

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“…Consequently, to better interact with each other, the peer interaction process itself should be scaffolded by guidance and monitoring with various strategies, including question prompts and peer reviewing (Ge & Land, 2003;Land & Zembal-Saye, 2003;Wu, Farrell, & Singley, 2002). More research is needed to examine how to aid students in being better learning partners, considering the different levels of prior knowledge and metacognitive skills (Greene & Land, 2000).…”

Section: Limited Peer Scaffoldingmentioning

confidence: 99%

Scaffolding middle school students’ content knowledge and ill-structured problem solving in a problem-based hypermedia learning environment

Bulu

Pedersen

2010

Education Tech Research Dev

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This study focused on two areas under the overarching theme of the effects of domain-general and domain-specific scaffolds with different levels of support, continuous or faded. First, the study investigated the effects of scaffolds on learning of scientific content and problem-solving outcomes. Second, the study examined whether students' prior knowledge and metacognitive skills predict their success in problem solving across different scaffolding conditions. A total of nineteen classes were randomly assigned to one of the four scaffolding conditions: domain-general continuous (DG-C), domain-general faded (DG-F), domainspecific continuous (DS-C), and domain-specific faded (DS-F). Each class had access to different worksheets depending on the scaffolding condition they had been assigned. All students engaged in four problem-solving activities for thirteen class periods. Students' scores on a multiple-choice pretest, posttest, inventory of metacognitive self-regulation, and four recommendation forms were analyzed. iv Results of the study revealed that students' content knowledge in all conditions significantly increased over the thirteen class periods. However, the continuous domainspecific condition outperformed the other conditions on the posttest. Although domaingeneral scaffolds were not as effective as domain-specific scaffolds on learning of scientific content and problem representation, they helped students develop solutions, make strong justifications, and monitor their learning. Unlike domain-specific scaffolds, domain-general scaffolds helped students transfer problem-solving skills even when they were faded. In terms of individual differences, results indicated that while students with lower prior knowledge and lower metacognitive skills benefited from the domaingeneral continuous condition, students with lower regulation of cognition benefited from the domain-general faded condition. Moreover, while students with lower prior knowledge, lower knowledge of cognition, and lower problem representation benefited from the domain-specific continuous condition, students with lower problem representation benefited from the domain-specific faded condition. In contrast, results of the study suggested that scaffolds did not substantially benefit the students with higher prior knowledge and higher metacognitive skills. Several suggestions are discussed for making further improvements in the design of scaffolds in order to facilitate illstructured problem solving in hypermedia learning environments.

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Scaffolding group learning in a collaborative networked environment

Cited by 18 publications

References 29 publications

Tutor scaffolding styles of dilemma solving in network-based role-play

Tutor scaffolding styles of dilemma solving in network-based role-play

Inter-relations of tutor’s and peers’ scaffolding and decision-making discourse acts

Scaffolding middle school students’ content knowledge and ill-structured problem solving in a problem-based hypermedia learning environment

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