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Conference Paper: Scaffolding ill-structured problem solving in asynchronous online discussions

TitleScaffolding ill-structured problem solving in asynchronous online discussions
Authors
Issue Date2007
Citation
15th International Conference on Computers in Education: Supporting Learning Flow through Integrative Technologies, ICCE 2007, 2007, p. 543-546 How to Cite?
AbstractSolving 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 Identifierhttp://hdl.handle.net/10722/194343

 

DC FieldValueLanguage
dc.contributor.authorNg, CSL-
dc.contributor.authorCheung, WS-
dc.contributor.authorHew, KF-
dc.date.accessioned2014-01-30T03:32:28Z-
dc.date.available2014-01-30T03:32:28Z-
dc.date.issued2007-
dc.identifier.citation15th International Conference on Computers in Education: Supporting Learning Flow through Integrative Technologies, ICCE 2007, 2007, p. 543-546-
dc.identifier.urihttp://hdl.handle.net/10722/194343-
dc.description.abstractSolving 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.languageeng-
dc.relation.ispartof15th International Conference on Computers in Education: Supporting Learning Flow through Integrative Technologies, ICCE 2007-
dc.titleScaffolding ill-structured problem solving in asynchronous online discussions-
dc.typeConference_Paper-
dc.description.naturelink_to_subscribed_fulltext-
dc.identifier.scopuseid_2-s2.0-84856829706-
dc.identifier.spage543-
dc.identifier.epage546-

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