The development of a collaborative problem solving environment that integrates a scaffolding mind tool and simulation-based learning
An analysis of learners’ performance and their cognitive process in discussion
Bibliographic Data
| ID | 21631412 |
|---|---|
| Authors | Peng-Chun Lin (0000-0002-3019-0664, Chinese Culture University), Huei‐Tse Hou (0000-0003-1783-8830, National Taiwan University of Science and Technology, corresponding author), Kuo-En Chang (0000-0001-5785-1218, National Taiwan Normal University) |
| Year | 2022 |
| Volume | 30 |
| Issue | 7 |
| Pages | 1273-1290 |
| Publication date | 2022-08-18 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | Interactive Learning Environments (JOURNAL) |
| Journal identifiers | ISSN: 1049-4820 • E-ISSN: 1744-5191 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/10494820.2020.1719163 |
| OpenAlex | W3003720728 |
| Language | EN |
| Citations received | 13 |
| References cited | 28 |
The development of students’ practical operation and their collaborative problem solving (CPS) ability are emphasized in higher education nowadays. Providing students a simulation learning tool and an social networking environment can improve the students’ learning in CPS activities. This can be a potential learning environment for the students when the automatic scaffolding guidance tools are appropriately given to them. Therefore, the present study developed a scaffolding-based CPS learning environment. This empirical study explored learners’ learning performance. The students’ online discussion messages were also encoded for the later quantitative content analysis to explore their cognitive process in CPS activities. The study included 94 participants, who were divided into the study sheet group (use the simulation tool and paper study sheets for discussions) and the scaffolding mind tool group. The results showed that learning performance of the scaffolding mind tool group was significantly better than that of the study sheet group. Moreover, learners in the scaffolding mind tool group showed more diverse levels in the cognitive process. The researcher further conducted a Lag sequential analysis based on the coding results. The results also suggested that the scaffolding mind tool group showed more diverse cognitive process transitions in their behavioral patterns
Cognition · Collaborative learning · Computer-supported collaborative learning · Cooperative learning · Empirical research · Learning environment · Mathematics education · Scaffold · Teaching method · Computer Science · Innovative Teaching and Learning Methods · Knowledge Management and Sharing · Online and Blended Learning · Psychology
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Transfer of responsibility from scaffolding to preservice early childhood teachers learning to debug
Effectiveness of online collaborative problem‐solving method on students' learning performance
The relationship between students' self‐regulated learning behaviours and problem‐solving efficiency in technology‐rich learning environments
Using epistemic network analysis to examine learners' cognitive processes and emotions in Mooc discussion forums
| Unique citing works | 13 |
|---|---|
| Citations per year | 2,6 |
| Citation span | 2021 - 2026 (6) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 12 |