Types and Timing of Scaffolding to Promote Meaningful Peer Interaction and Increase Learning Performance in Computer-Supported Collaborative Learning Environments

Autor/inn/en	Shin, Yoonhee; Kim, Dongsik; Song, Donggil
Titel	Types and Timing of Scaffolding to Promote Meaningful Peer Interaction and Increase Learning Performance in Computer-Supported Collaborative Learning Environments
Quelle	In: Journal of Educational Computing Research, 58 (2020) 3, S.640-661 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Shin, Yoonhee) ORCID (Song, Donggil)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0735-6331
DOI	10.1177/0735633119877134
Schlagwörter	Scaffolding (Teaching Technique); Peer Relationship; Interaction; Computer Assisted Instruction; Undergraduate Students; Problem Solving; Discussion (Teaching Technique); Cooperative Learning; Electronic Learning; Instructional Effectiveness; Educational Technology; Foreign Countries; Persuasive Discourse; Lesson Plans; South Korea (Seoul) + Suchen Sie Ihr Suchwort? Peer-Beziehungen; Interaktion; Computer based training; Computerunterstützter Unterricht; Problemlösen; Kooperatives Lernen; Unterrichtserfolg; Unterrichtsmedien; Ausland; Persuasion; Persuasive Kommunikation; Lesson planning; Unterrichtsplanung
Abstract	This study was designed to examine the effects of negotiation scaffolding for solving complex problems, focusing on peer interaction and learning performance in a computer-supported collaborative learning environment. For this research, 38 undergraduate students performed complex tasks using a collaborative discussion tool that implemented scaffolding strategies including the fading of meaning-negotiation scaffolding (MS) and the provision of position-negotiation scaffolding (PS). The participants were assigned to one of the following conditions: (a) MS is not faded and PS is not provided (Group N), (b) MS is faded and PS is not provided (Group F), (c) MS is not faded and PS is provided (Group P), and (d) MS is faded and PS is provided (Group FP). All groups worked in pairs to complete a comprehension task and a lesson-planning task. The results revealed that Group FP outperformed the others, showing the highest learning performance and a significant increase in meaningful peer interactions, such as divergent and reflective types of discussion. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01