The role of scaffolding and motivation in CSCL |
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| Authors: | Bart Rienties Bas Giesbers Dirk Tempelaar Simon Lygo-Baker Mien Segers Wim Gijselaers |
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| Affiliation: | 1. University of Surrey, Centre for Educational and Academic Development, Guildford, Surrey GU2 7XH, United Kingdom;2. Maastricht University, School of Business and Economics, Department of Educational Research and Development, Tongersestraat 53, 6200 MD Maastricht, The Netherlands;3. Maastricht University, School of Business and Economics, Quantitative Economics, Tongersestraat 53, 6200 MD Maastricht, The Netherlands |
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| Abstract: | Recent findings from research into Computer-Supported Collaborative Learning (CSCL) have indicated that not all learners are able to successfully learn in online collaborative settings. Given that most online settings are characterised by minimal guidance, which require learners to be more autonomous and self-directed, CSCL may provide conditions more conducive to learners comfortable with greater autonomy. Using quasi-experimental research, this paper examines the impact of a redesign of an authentic CSCL environment, based upon principles of Problem-Based Learning, which aimed to provide a more explicit scaffolding of the learning phases for students. It was hypothesised that learners in a redesigned ‘Optima’ environment would reach higher levels of knowledge construction due to clearer scaffolding. Furthermore, it was expected that the redesign would produce a more equal spread in contributions to discourse for learners with different motivational profiles. |
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| Keywords: | Academic motivation Scaffolding Social network analysis Quasi-experimental design Problem-based learning Self-determination theory Multi-method analysis |
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