The effects of question prompt-based scaffolding and social presence enhancement on students' argumentation and ill-structured problem solving

Asynchronous online discussions have the potential to facilitate meaningful learning activities, such as ill-structured problem-solving, due to their asynchronicity and connectivity. However, the literature identifies two significant challenges in effectively supporting students' ill-structured problem-solving in these environments - argumentation and social interactions. Although argumentation is critical for ill-structured problem-solving, students tend to avoid engaging in critical argumentation activities, such as generating rebuttals and counterarguments, to construct meaning in discussion forums. Similarly, social interactions are essential to ill-structured problem-solving, but students tend to display low levels of engagement in asynchronous online discussions. This study aimed to explore how these two critical components of problem-solving can be supported in asynchronous online discussions using question prompt-based argumentation scaffolds in combination with social presence enhancement strategies. The primary focus was to compare the differential effects of question prompts alone and the combination of question prompts with social presence enhancement prompts on students' argumentation behaviors, problem-solving processes during discussions, and post-test problem-solving performance. This study randomly assigned 44 students to three conditions (control, question prompt-based, and question prompt with social presence enhancement) to analyze their argumentation behaviors, problem-solving processes, and problem-solving performance in asynchronous online discussions. The findings reveal that: (1) lower level interactive argumentation behaviors dominate over higher level interactive ones; (2) students focus more on identifying problem representations and generating solutions than on justifying and evaluating them; (3) there is no significant difference in argumentation behaviors and problem-solving processes in asynchronous online discussions across the conditions. However, students who received both the question prompt scaffolds and the social presence enhancement strategies consistently showed more evidence of engaging in argumentation, especially higher level interactive argumentation, and in problem-solving processes; and (4) there is a significant difference in post-test problem-solving performance across conditions, where students in the condition that received both the question prompt scaffolds and the social presence enhancement strategies performed significantly better than students in the control condition. The study's findings underscore the importance of supporting students' social presence to engage them in interactive argumentation and problem-solving processes, thereby enhancing their problem-solving performance. This study contributes to the understanding of argumentation scaffolding and social interactions in asynchronous online discussion environments and provides design recommendations for instructional designers and instructors seeking to support students' argumentation and social presence in these environments.Includes bibliographical references

Toward a script theory of guidance in computer-supported collaborative learning

This article presents an outline of a script theory of guidance for computer-supported collaborative learning (CSCL). With its four types of components of internal and external scripts (play, scene, role, and scriptlet) and seven principles, this theory addresses the question how CSCL practices are shaped by dynamically re-configured internal collaboration scripts of the participating learners. Furthermore, it explains how internal collaboration scripts develop through participation in CSCL practices. It emphasizes the importance of active application of subject matter knowledge in CSCL practices, and it prioritizes transactive over non-transactive forms of knowledge application in order to facilitate learning. Further, the theory explains how external collaboration scripts modify CSCL practices and how they influence the development of internal collaboration scripts. The principles specify an optimal scaffolding level for external collaboration scripts and allow for the formulation of hypotheses about the fading of external collaboration scripts. Finally, the article points towards conceptual challenges and future research questions

Using Asynchronous, Online Discussion Forums to Explore How Life Sciences Students Approach an Ill-Structured Problem

To foster students’ learning of critical-thinking skills, I previously introduced ill-structured problems to provide students opportunities to apply content knowledge and thinking skills. However, I noted that my third-year, life sciences students were not solving such problems effectively. Therefore, I used a grounded approach and conducted content analysis of students’ forum discussions to understand their problem-solving approaches. The students worked in small groups using asynchronous, online discussion forums (AODFs) to discuss their approaches to solving an ill-structured problem posed. Each group submitted their solution to the problem in an essay. From my analysis of students’ posts at AODFs, students seemed fairly competent in using domain-specific knowledge and certain domain-general skills in scientific argumentation. However, they lacked the ability to properly define the problem scope and, consequently, failed to address the problem adequately. The study illuminated students’ challenges and provided me possible ways to plan relevant scaffolds in subsequent iterations of the activity

The influence of online problem-based learning on teachers' professional practice and identity

In this paper we describe the design of a managed learning environment called MTutor, which is used to teach an online Masters Module for teachers. In describing the design of MTutor pedagogic issues of problem-based learning, situated cognition and ill-structured problems are discussed. MTutor presents teachers with complex real-life teaching problems, which they are required to solve online through collaboration with other teachers. In order to explore the influence of this online learning experience on the identity and practice of teachers, we present the results from a small-scale study in which six students were interviewed about their online experiences. We conclude that, within the sample, students' engagement with online problem-based learning within their community of practice positively influenced their professional practice styles, but that there is little evidence to suggest that online identity influences real-life practice

Instructional design and facilitation approaches that promote critical thinking in asynchronous online discussions: A review of the literature

Asynchronous online discussions (AODs) are often used to promote critical thinking in online courses; however, recent research suggests that levels of critical thinking in discussions remain low. Furthermore, there is a lack of consensus in the literature about the definition of critical thinking and many of the existing studies focus on one specific cognitive construct. Therefore, it is unknown which instructional approaches have the strongest empirical support for promoting critical thinking across multiple cognitive constructs. The purpose of this article is to present a review of the literature related to instructional design and facilitation approaches that promote critical thinking in AODs across multiple cognitive constructs (cognitive domain, cognitive presence, knowledge construction, and perspective-taking). Design approaches, such as providing scaffolding and using a debate-based instructional approach, and facilitation approaches, such as using Socratic questioning and allowing students to lead discussions, are effective for promoting critical thinking. Additional research should be conducted to confirm the efficacy of case-based, problem-based, project-based, and role play instructional approaches and to reach a consensus on the definition of critical thinking as well as how critical thinking should be demonstrated and accurately assessed in AODs.DOI: 10.18870/hlrc.v4i4.22

Collaborative Problem-Based Learning in Online Environments

Thesis (PhD) - Indiana University, School of Education, 2006Collaborative problem-based learning (PBL) in online environments has become one of the important areas for research with the rapid growth of online learning and the need for innovation in instruction. Although current literature provides interesting and useful insights, it does not provide practical guidelines for designing and implementing collaborative PBL in online environments. Thus, this study sought to provide a first step in creating a more comprehensive and useful knowledge base to guide practitioners, such as instructors and instructional designers, who design online PBL courses or use the PBL approach in online courses. Utilizing the formative research methodology, which is a kind of qualitative case study, and the grounded theory methodology with multiple case studies, this research examined three graduate-level online courses that utilize collaborative PBL: (1) "Technology: Use and Assessment," (2) "Introduction to Reference," and (3) "Advanced Problems in Librarianship: Collection Development." From each case, two kinds of data were collected: descriptive and evaluative. These data were collected from multiple sources, including interviews, observations, and document review. The data collection began at the start of the Fall 2005 semester and ended about two weeks after the end of the semester. Data analysis was intertwined with data collection. Qualitative data from each case were analyzed using the constant comparative method. Beyond describing what happened in each case, this study identified what worked and did not work well in the collaborative PBL and explored how the collaborative PBL could be improved. Based on cross-case analyses, this study proposed a series of guidelines for designing and implementing collaborative PBL in online environments. They provide practical tips for diverse stages of the design and implementation of online PBL. Researchers are encouraged to test the guidelines in diverse situations to revise and refine them and to develop more comprehensive and practical guidelines for online collaborative PBL

Peer scaffolding in promoting critical thinking through asynchronous online discussion forum: the theoretical framework

Since 1960s, the use of technology in the educational field has been widespread. The internet, according to Becker (2001), has been playing a major role in enhancing educational technology, which has provided diverse opportunities to the education world. One of the opportunities is to teach and learn via online learning. This method has become popular since it encourages students to submit their ideas and opinions freely through discussions which is considered a powerful tool for developing pedagogical skills such as problem solving, critical thinking, collaboration and reflection

Mastering New Information through Facebook and a Discussion Forum: A Comparative Analysis

This paper investigated the effect of productive failure (PF) as an instructional strategy in computer-supported collaborative learning (CSCL) groups using Facebook and a discussion forum. PF is an instructional mode design that advocates the delaying of support for the learners during learning — the more they struggle, and even fail, while trying to master new information, the better they are likely to recall and apply that information later. PF has been used successfully in the classroom. However, it is not known whether the use of a PF instructional mode with adult learners in CSCL groups such as Facebook and discussion forums will produce such a positive effect. A discussion forum is an important platform used to deliver teaching and learning via the Web, while the use of social media, especially Facebook, for teaching and learning has gained prominence lately. This paper reports an initial study that compares a ‘productive failure’ instructional design in CSCL groups through Facebook and a discussion forum. Five Facebook and five discussion forum groups participated in the study. Both groups solved ill-structured complex problems in small groups without the provision of any support or scaffolding from their instructors. The findings suggest that the Facebook groups produced a variety of scope for discussion and deliberation for solving the problems and were more successful in sustaining the discussion compared to the discussion forum groups. Facebook groups also had a higher critical thinking ratio than the discussion forum groups. Based on these findings, the implications of a PF instructional design for adult learners are presented. [ABSTRACT BY AUTHORS

Scaffolding online peer collaboration to enhance ill-structured problem solving with computer-based cognitive support.

The results reveal significant effects of procedure and metacognitive question prompts in ill-structured problem solving at both overall and univariate levels. However, there was no significant effect of online peer collaboration and no significant interaction. This study supported some previous research on using question prompts as a scaffolding strategy to support problem solving. Further, these findings support a redefined IDEAL problem solving model for solving ill-structured problems. The findings suggest many implications for instructional designers, educators in web-based learning environments, and educational researchers. These implications and the limitations of this study are discussed.The present study investigated the effects of question prompts and online peer collaborations on solving ill-structured problems. Sixty undergraduate students were randomly assigned to one of the four treatment groups: collaboration with question prompts, individual with question prompts, collaboration without question prompts, and individual without question prompts. Question prompts were designed to both facilitate problem solving procedure and promote students' metacognition. Students worked either individually or collaboratively with partners via MSN Messenger during the problem solving processes