Salt Lake City, Utah
June 23, 2018
June 23, 2018
July 27, 2018
Diversity and NSF Grantees Poster Session
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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