The Four Scaffolding Modules for Collaborative Problem-Based Learning through the Computer Network on Moodle LMS for the Computer Programming Course

Autor/inn/en	Tiantong, Monchai; Teemuangsai, Sanit
Titel	The Four Scaffolding Modules for Collaborative Problem-Based Learning through the Computer Network on Moodle LMS for the Computer Programming Course
Quelle	In: International Education Studies, 6 (2013) 5, S.47-55 (9 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1913-9020
Schlagwörter	Foreign Countries; Scaffolding (Teaching Technique); Problem Based Learning; Cooperative Learning; Integrated Learning Systems; Programming; Computer Science Education; Undergraduate Students; Delphi Technique; Animation; Computer Simulation; Cartoons; Metacognition; Student Attitudes; Expertise; Thailand + Suchen Sie Ihr Suchwort? Ausland; Problem-based learning; Problemorientiertes Lernen; Kooperatives Lernen; Programmierung; Computer science lessons; Informatikunterricht; Delphi-Methode; Computergrafik; Computersimulation; Zeichentrickfilm; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Schülerverhalten; Expert appraisal
Abstract	Scaffolding is a learning approach designed to promote a deeper understanding, it is the support given during the learning process which is tailored to the needs of the student with the intention of helping the student achieve the learning goals, including resources, a compelling task, templates and guides, and guidance on the development of cognitive and social skills. Meanwhile, problem-based learning (PBL) situate learning in complex tasks. Such task require scaffolding to help students engage in sense making, managing their investigations, problem-solving processes, and encouraging students to articulate their thinking and reflect on their learning. This study aimed to develop four scaffolding modules for collaborative problem-based learning through the computer network on Moodle LMS for the computer programming course of undergraduate students, and to analyze the satisfaction of the experts and students after using the developed scaffolding modules. The four scaffolding modules consisted of metacognitive scaffolding, conceptual scaffolding, strategic scaffolding, and procedural scaffolding, each of which represented by a 3-D animation expert cartoon to attract students. The sample group were twenty-two students of small group pilot and six experts. The findings indicated that the degree of satisfaction towards the scaffolding from the experts was high and the degree of the satisfaction towards the scaffolding from the students was also high. This can be used the four scaffolding modules to complete PBL task successfully. (As Provided).
Anmerkungen	Canadian Center of Science and Education. 1120 Finch Avenue West Suite 701-309, Toronto, ON M3J 3H7, Canada. Tel: 416-642-2606 Ext 206; Fax: 416-642-2608; e-mail: ies@ccsenet.org; Web site: http://www.ccsenet.org/journal/index.php/es
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01