The Role of Scaffolding and Motivation in CSCL

Autor/inn/en	Rienties, Bart; Giesbers, Bas; Tempelaar, Dirk; Lygo-Baker, Simon; Segers, Mien; Gijselaers, Wim
Titel	The Role of Scaffolding and Motivation in CSCL
Quelle	In: Computers & Education, 59 (2012) 3, S.893-906 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0360-1315
DOI	10.1016/j.compedu.2012.04.010
Schlagwörter	Computer Mediated Communication; Network Analysis; Knowledge Level; Problem Based Learning; Motivation; Content Analysis; Guidance; Social Networks; Teaching Methods; Cooperative Learning; Group Dynamics; Group Discussion; Personal Autonomy; Scaffolding (Teaching Technique); Quasiexperimental Design; Multitrait Multimethod Techniques; Mixed Methods Research; Computer Uses in Education; Educational Technology; Online Courses + Suchen Sie Ihr Suchwort? Computerkonferenz; Netzplantechnik; Wissensbasis; Problem-based learning; Problemorientiertes Lernen; psychologische; Motivation (psychologisch); Inhaltsanalyse; Beratung; Social network; Soziales Netzwerk; Teaching method; Lehrmethode; Unterrichtsmethode; Kooperatives Lernen; Gruppendynamik; Gruppendiskussion; Individuelle Autonomie; Computernutzung; Unterrichtsmedien; Online course; Online-Kurs
Abstract	Recent findings from research into Computer-Supported Collaborative Learning (CSCL) have indicated that not all learners are able to successfully learn in online collaborative settings. Given that most online settings are characterised by minimal guidance, which require learners to be more autonomous and self-directed, CSCL may provide conditions more conducive to learners comfortable with greater autonomy. Using quasi-experimental research, this paper examines the impact of a redesign of an authentic CSCL environment, based upon principles of Problem-Based Learning, which aimed to provide a more explicit scaffolding of the learning phases for students. It was hypothesised that learners in a redesigned "Optima" environment would reach higher levels of knowledge construction due to clearer scaffolding. Furthermore, it was expected that the redesign would produce a more equal spread in contributions to discourse for learners with different motivational profiles. In a quasi-experimental setting, 143 participants collaborated in an online setting aimed at enhancing their understanding of economics. Using a multi-method approach (Content Analysis, Social Network Analysis, measurement of Academic Motivation), the research results reveal the redesign triggered more equal levels of activity of autonomous and control-oriented learners, but also a decrease in input from the autonomous learners. The main conclusion from this study is that getting the balance between guidance and support right to facilitate both autonomous and control-oriented learners is a delicate complex issue. (Contains 6 tables and 1 figure.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10