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Conference Paper: Scaffolding ill-structured problem solving in asynchronous online discussions
Title | Scaffolding ill-structured problem solving in asynchronous online discussions |
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Authors | |
Keywords | Asynchronous online discussions Ill-structured problem solving Scaffolding |
Issue Date | 2007 |
Citation | 15th International Conference on Computers in Education: Supporting Learning Flow through Integrative Technologies, ICCE 2007, 2007, p. 543-546 How to Cite? |
Abstract | Solving ill-structured problems is an important learning outcome in education. An asynchronous online discussion, with extended time for reflection, is an appropriate learning environment to engage learners in solving ill-structured problems. However, scaffolds may be needed to support learners in the online discussions. This study explores the effect of online scaffolds in supporting a group of graduate students' ill-structured problem solving processes in an asynchronous online discussion. Results of this study showed that the use of the online scaffolds did not lead to a significant difference in the number of message units for ill-structured problem solving. Further analysis revealed that wrong selection of message labels and un-intended use of sentence openers affected the results of this study. Improvements for online scaffolds include having more precise message labels and sentence openers based on Socratic questioning approach. |
Persistent Identifier | http://hdl.handle.net/10722/194343 |
DC Field | Value | Language |
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dc.contributor.author | Ng, CSL | - |
dc.contributor.author | Cheung, WS | - |
dc.contributor.author | Hew, KF | - |
dc.date.accessioned | 2014-01-30T03:32:28Z | - |
dc.date.available | 2014-01-30T03:32:28Z | - |
dc.date.issued | 2007 | - |
dc.identifier.citation | 15th International Conference on Computers in Education: Supporting Learning Flow through Integrative Technologies, ICCE 2007, 2007, p. 543-546 | - |
dc.identifier.uri | http://hdl.handle.net/10722/194343 | - |
dc.description.abstract | Solving ill-structured problems is an important learning outcome in education. An asynchronous online discussion, with extended time for reflection, is an appropriate learning environment to engage learners in solving ill-structured problems. However, scaffolds may be needed to support learners in the online discussions. This study explores the effect of online scaffolds in supporting a group of graduate students' ill-structured problem solving processes in an asynchronous online discussion. Results of this study showed that the use of the online scaffolds did not lead to a significant difference in the number of message units for ill-structured problem solving. Further analysis revealed that wrong selection of message labels and un-intended use of sentence openers affected the results of this study. Improvements for online scaffolds include having more precise message labels and sentence openers based on Socratic questioning approach. | - |
dc.language | eng | - |
dc.relation.ispartof | 15th International Conference on Computers in Education: Supporting Learning Flow through Integrative Technologies, ICCE 2007 | - |
dc.subject | Asynchronous online discussions | - |
dc.subject | Ill-structured problem solving | - |
dc.subject | Scaffolding | - |
dc.title | Scaffolding ill-structured problem solving in asynchronous online discussions | - |
dc.type | Conference_Paper | - |
dc.description.nature | link_to_subscribed_fulltext | - |
dc.identifier.scopus | eid_2-s2.0-84856829706 | - |
dc.identifier.spage | 543 | - |
dc.identifier.epage | 546 | - |