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- Publisher Website: 10.1080/10494820802337629
- Scopus: eid_2-s2.0-77952575499
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Article: Solving ill-structured problems in asynchronous online discussions: Built-in scaffolds vs. no scaffolds
Title | Solving ill-structured problems in asynchronous online discussions: Built-in scaffolds vs. no scaffolds |
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Authors | |
Keywords | Ill-structured problem solving Message labels References Scaffolding Sentence openers |
Issue Date | 2010 |
Citation | Interactive Learning Environments, 2010, v. 18 n. 2, p. 115-134 How to Cite? |
Abstract | Solving ill-structured problems is regarded as an important learning outcome in education as it allows learners to apply theories learnt into real practice. 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 asynchronous online discussions. The results of this study showed that the use of the online scaffolds did not lead to a significant difference in the number of ill-structured problem-solving processes. Further analysis revealed that wrong selection of message labels and under-usage 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. © 2010 Taylor & Francis. |
Persistent Identifier | http://hdl.handle.net/10722/194273 |
ISSN | 2023 Impact Factor: 3.7 2023 SCImago Journal Rankings: 1.312 |
ISI Accession Number ID |
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 | 2014-01-30T03:32:23Z | - |
dc.date.available | 2014-01-30T03:32:23Z | - |
dc.date.issued | 2010 | - |
dc.identifier.citation | Interactive Learning Environments, 2010, v. 18 n. 2, p. 115-134 | - |
dc.identifier.issn | 1049-4820 | - |
dc.identifier.uri | http://hdl.handle.net/10722/194273 | - |
dc.description.abstract | Solving ill-structured problems is regarded as an important learning outcome in education as it allows learners to apply theories learnt into real practice. 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 asynchronous online discussions. The results of this study showed that the use of the online scaffolds did not lead to a significant difference in the number of ill-structured problem-solving processes. Further analysis revealed that wrong selection of message labels and under-usage 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. © 2010 Taylor & Francis. | - |
dc.language | eng | - |
dc.relation.ispartof | Interactive Learning Environments | - |
dc.subject | Ill-structured problem solving | - |
dc.subject | Message labels | - |
dc.subject | References | - |
dc.subject | Scaffolding | - |
dc.subject | Sentence openers | - |
dc.title | Solving ill-structured problems in asynchronous online discussions: Built-in scaffolds vs. no scaffolds | - |
dc.type | Article | - |
dc.description.nature | link_to_subscribed_fulltext | - |
dc.identifier.doi | 10.1080/10494820802337629 | - |
dc.identifier.scopus | eid_2-s2.0-77952575499 | - |
dc.identifier.hkuros | 244653 | - |
dc.identifier.volume | 18 | - |
dc.identifier.issue | 2 | - |
dc.identifier.spage | 115 | - |
dc.identifier.epage | 134 | - |
dc.identifier.isi | WOS:000277858800002 | - |
dc.identifier.issnl | 1049-4820 | - |