The Effectiveness of Using Procedural Scaffoldings in a Paper-Plus-Smartphone Collaborative Learning Context

Autor/inn/en	Huang, Hui-Wen; Wu, Chih-Wei; Chen, Nian-Shing
Titel	The Effectiveness of Using Procedural Scaffoldings in a Paper-Plus-Smartphone Collaborative Learning Context
Quelle	In: Computers & Education, 59 (2012) 2, S.250-259 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0360-1315
DOI	10.1016/j.compedu.2012.01.015
Schlagwörter	Experimental Groups; Control Groups; Graduate Students; Photography; Program Effectiveness; Foreign Countries; Telecommunications; Outcomes of Education; Cooperative Learning; Undergraduate Students; Pretests Posttests; Worksheets; Statistical Analysis; Scaffolding (Teaching Technique); Taiwan + Suchen Sie Ihr Suchwort? Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Fotografie; Ausland; Telekommunikationstechnik; Lernleistung; Schulerfolg; Kooperatives Lernen; Statistische Analyse
Abstract	The purpose of this study was to evaluate the effectiveness of using procedural scaffoldings in fostering students' group discourse levels and learning outcomes in a paper-plus-smartphone collaborative learning context. All participants used built-in camera smartphones to learn new knowledge by scanning Quick Response (QR) codes, a type of two-dimensional barcode, embedded in paper-based learning materials in this study. Sixty undergraduate and graduate students enrolled at a four-year university in southern Taiwan participated in this study. Participants were randomly assigned into two different groups, using procedural scaffoldings learning and non-procedural scaffoldings learning. The learning unit about the "Long Tail", an important concept used in products sales, was the learning task that participants were expected to complete. During the experiment, pretest-posttest and the completed group worksheets were used to collect data. The researchers applied content analyses, chi-square test, "t"-test, and ANCOVA to answer research questions. The findings indicated that participants in the experimental group using procedural scaffoldings achieved better learning outcomes than their counterparts in the control group in terms of group discourse levels, group learning, and individual learning. (Contains 3 tables and 5 figures.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10