Analysis of peer-scaffolding patterns in four phases of problem-solving in web-based instruction

Abstract

Various peer-scaffoldings in problem-solving have been studied as effective learning strategies in web‐based instruction and on‐line discussion. The web-based environment provides a medium for sharing knowledge and resources, which help learners engage in problem-solving and interactive learning. Learners, however, easily feel isolated in

web-based environments because of the tremendous amount of resources and visual information that are easily available. In this regard, it is important to seriously consider peer-scaffolding strategies as effective problem-solving strategies.

The purpose of the present study is to find patterns of peerscaffolding that constitute effective problem-solving strategies in

web-based instruction. Six participants registered in the major leader training program at the National Academy Educational Administrators voluntarily participated in this experiment as part of their coursework.

All participants provided their scaffoldings in on-line casual discussions. To collect data from peer group problem-solving

interactions in collaborative activities among the six participations, their discourses content was analyzed to nvestigate patterns of peer-scaffolding.

The results of this study were as follows: First, the results showed statistically non‐significant differences in peer-scaffoldings among three dimensions: it showed the highest proportion of peer-scaffoldings in the content dimension, followed by the affection dimension, and finally the

strategy dimension. Second, comparing the eight types of scaffolding, the offering praise scaffolding was related to the most important scaffoldings for making peers cooperate with each other while they solve

problems. Third, considering patterns of peer-scaffolding in the strategy dimension, the maintaining direction scaffolding represents a higher proportion of the understanding phase than the assigning role-taking scaffolding. Fourth, considering patterns of peer-scaffolding in the content dimension, the offering cue scaffolding represents a higher proportion of the solving phase than the other three peer-scaffoldings.

Finally, considering patterns of peer-scaffolding in the affection dimension, the inviting participation scaffolding represents a higher proportion of the understanding phase than the offering praise scaffolding. After reviewing phases, the offering praise scaffolding represented a higher proportion than the inviting participation scaffolding.