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Board 165: Effects of Online Collaborative Learning with Scaffolding in Multiple STEM Courses Based on Results from Three Consecutive-Year Implementation

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Conference

2018 ASEE Annual Conference & Exposition

Location

Salt Lake City, Utah

Publication Date

June 23, 2018

Start Date

June 23, 2018

End Date

July 27, 2018

Conference Session

NSF Grantees Poster Session

Tagged Topics

Diversity and NSF Grantees Poster Session

Page Count

13

Permanent URL

https://peer.asee.org/29970

Download Count

37

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Paper Authors

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Wei Zheng Jackson State University

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Dr. Wei Zheng is a professor of Civil Engineering at Jackson State University. He received
his Ph.D. in Civil Engineering from University of Wisconsin-Madison in 2001 and has over ten years of
industrial experience. Since becoming a faculty member at JSU in 2005, he has made continuous efforts
to integrate emerging technologies and cognitive skill development into engineering curriculum.

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Jing Yan Nanjing Forestry University

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Dr. Yan is an assistant professor of Foreign Language Institute at Nanjing Forestry University, and she got her Ph.D. degree in Jackson State University with a constant interest in developing and implementing best practices in STEM education and language acquisition.

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Justin R. Allison Jackson State University

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Justin Allison, Ph. D. is currently an Adjunct Professor in the Department of Computer Science at Jackson State University. His research interests include instructional design, educational technology, educational psychology, and distance education.

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Zhenbu Zhang Jackson State University

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Dr Zhenbu Zhang is a full professor of the Department of Mathematics and Statistical Sciences at Jackson State University. Dr Zhang's research interest is Applied Mathematics including generalized Wentzel boundary value problems, analytical analysis and computer simulations of various climate models, analysis of mathematical models of malaria transmission, analysis of derivative securities.

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HuiRu Shih P.E. Jackson State University

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Dr. HuiRu Shih is a Professor of Technology at Jackson State University. He received his Ph.D. degree in Mechanical Engineering from the University of Missouri. Dr. Shih is a registered professional engineer in the state of Mississippi.

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Abstract

This paper presents results from analysis of data accumulated from implementation of scaffolding for collaborative learning in STEM courses through online Learning Manager System (LMS) in the three consecutive years. In the presented online collaborative learning with scaffolding, students in multiple different STEM courses were formed a four-member team and required to carry out collaborative learning through online discussion board of the LMS. Four different instructions were provided through online system to different teams, and correspond to general instruction and three different scaffoldings or interventions, which are different combination of the social scaffolding and the cognitive scaffolding. Previously published two ASEE conference papers have presented details of implementation procedures of the online collaborative learning and its scaffolding and reported findings based on results from the one-year implementation through group e-mail and LMS respectively. This paper mainly presents results from analysis of data accumulated from implementation of the scaffolding for online collaborative learning in STEM courses through the online LMS – Blackboard in the three consecutive years. Results show that students with both social and cognitive scaffolding have the largest knowledge gains and the most engagements in both social and cognitive processes of in their collaborative learning, followed by students with only social scaffolding and students with only cognitive scaffolding in terms of building consensus in the social processes, while students without any scaffolding only outperform others in terms of externalization and elicitation of the social processes. Nevertheless, it is also found that students with high prior learning achievement may achieve more desirable learning outcomes even without the implemented scaffolding than those with poor prior learning dispositions with the scaffolding. Finally, further research directions are also discussed.

Zheng, W., & Yan, J., & Allison, J. R., & Zhang, Z., & Shih, H. (2018, June), Board 165: Effects of Online Collaborative Learning with Scaffolding in Multiple STEM Courses Based on Results from Three Consecutive-Year Implementation Paper presented at 2018 ASEE Annual Conference & Exposition , Salt Lake City, Utah. https://peer.asee.org/29970

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