The role of technology‐based scaffolding in problem‐based online asynchronous discussion

Abstract

This study examined the effects of technology-based scaffolds that were composed through the use of the seven-stage, problem-based learning strategy on knowledge construction in a problem-based online asynchronous discussion. In a quasiexperimental setting, 60 students in an undergraduate Instructional Technology and Material Design course were assigned to one of three groups. In one group, students posted messages using a prescribed set of message categories. Using the same message categories, another group completed their messages using suggested sentence openers. A control group received none of the above mentioned scaffolds. Using a multi-method approach (content analysis, measurement of learning performance), the research results showed that technology-based scaffolding in a problem-based online asynchronous discussion improves students' task orientation and leads to more task-related learning activity. Furthermore, using both message labels and sentence openers, which were composed through the use of the seven-stage problem-based learning process theoretical framework, offers an effective strategy for encouraging more elaboration and higher cognitive discourse.

Examining the Effects of Three Group-Level Metacognitive Scaffoldings on In-Service Teachers’ Knowledge Building

“…In KF, the idea-oriented scaffoldings facilitate students work to post their problems, produce initial ideas for problem-solving, and connect, revise, and synthesize ideas (Hong, 2011). Moreover, Ak (2016) adopted technology-supported GMS scaffoldings to facilitate learners’ knowledge construction in asynchronous discussions. Results showed that the groups that used the scaffolded platform with the supports of message labels and sentence openers contributed more high cognitive level discourse (e.g., idea elaborations) than groups that used the non-scaffolded platform.…”

“…Taking quantitative and qualitative methods together, Hong (2011) collected teacher students’ online discussions, survey responses, and interviews to investigate their interaction patterns, reflective patterns, and perceptions about knowledge building. Ak (2016) used a multi-method approach (including content analysis and performance analysis) to examine the effects of technology-supported GMS scaffoldings on learners’ knowledge construction and building in asynchronous discussions. Multiple analytical methods can complement each other to provide a more holistic picture of collaborative learning.…”

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

“…Several recent studies have explored the effects of scaffolding in online learning in different countries. Ak (2016) examined the effects of computer-based scaffolding in problem-based online asynchronous discussions in Turkey. The findings indicated that students in scaffolding groups were qualitatively and quantitatively more productive in message posting and in communication than the non-scaffolding group.…”

Using the problem based learning method and educational technologies to teach open data: A design-based research approach

“…Another potential reason for non-participation could be that students expected the tutor to start the discussion. Indeed, providing sentence openers and suggesting that all students check the forum a couple of times per week have been found to be effective strategies for facilitating online discussions (Ak, 2016 ; Chen & Huang, 2019 ).…”