Abstract:
Forums are essential components facilitating interactions in online courses. However, in large-scale courses, many posts generated, which results in learners’ difficultie...Show MoreMetadata
Abstract:
Forums are essential components facilitating interactions in online courses. However, in large-scale courses, many posts generated, which results in learners’ difficulties. First, the posts are poorly organized and some deviate from the topic, making it difficult for learners’ knowledge acquisition. Second, learners cannot receive timely feedback and guidance, making the learning progress unclear for them. Well-designed scaffoldings should be built based on challenges of forums to improve learners’ learning outcomes, knowledge construction, and completion rate. While targeting the problems in online forums, this article proposed principles for the design of online scaffolding after analyzing the requirements of online learning scaffolding or scripts. Subsequently, in this article, we designed an automatic feedback scaffolding based on the principles and a knowledge construction model. The scaffolding provided learners with timely feedback and related learning guidance. Tags were used to assist learners in acquiring relevant information more easily. The scaffolding was then integrated into the Learning Cell Knowledge Community and used in an online course for 955 learners. The results showed that automatic feedback scaffolding positively affected learners’ learning and promoted positive knowledge transformation. Furthermore, we found that the scaffolding could help learners induce more constructive behaviors defined in the Interactive, Constructive, Active, and Passive deep learning framework that demonstrated the reason for learners’ knowledge transformation. At last, learners’ course completion rate also increased with the help of the scaffolding, which provided evidence that well-designed scaffolding can result in positive educational outcomes. In addition, the principles proposed could also contribute to further scaffolding design and practices.
Published in: IEEE Transactions on Learning Technologies ( Volume: 15, Issue: 2, 01 April 2022)
Funding Agency:
Artificial Intelligence and Human Languages Lab, Beijing Foreign Studies University, Beijing, China
Qi Wang was born in Shandong, China, in 1990. He received the Ph.D. degree in educational technology from Beijing Normal University, Beijing, China, in 2020.
He is currently a Lecturer with Artificial Intelligence and Human Languages Lab, Beijing Foreign Studies University, Beijing, China. His research interests include technology-enhanced learning, AI in education, learning analytics, and automatic design and generation o...Show More
Qi Wang was born in Shandong, China, in 1990. He received the Ph.D. degree in educational technology from Beijing Normal University, Beijing, China, in 2020.
He is currently a Lecturer with Artificial Intelligence and Human Languages Lab, Beijing Foreign Studies University, Beijing, China. His research interests include technology-enhanced learning, AI in education, learning analytics, and automatic design and generation o...View more
Language Technologies Institute and Human Computer Interaction Institute, School of Computer Science, Carnegie Mellon University, Pittsburgh, PA, USA
Carolyn P. Rose (Senior Member, IEEE) was born in San Jose, CA, USA, in 1970. She received the B.S. degree in information and computer science from the University of California at Irvine, Irvine, CA, in 1992, and the M.S. degree in computational linguistics and the Ph.D. degree in information and language technologies from Carnegie Mellon University, Pittsburgh, PA, USA, in 1994 and 1997, respectively.
She is currently a P...Show More
Carolyn P. Rose (Senior Member, IEEE) was born in San Jose, CA, USA, in 1970. She received the B.S. degree in information and computer science from the University of California at Irvine, Irvine, CA, in 1992, and the M.S. degree in computational linguistics and the Ph.D. degree in information and language technologies from Carnegie Mellon University, Pittsburgh, PA, USA, in 1994 and 1997, respectively.
She is currently a P...View more
Advanced Innovation Center for Future Education, Beijing Normal University, Beijing, China
Ning Ma was born in Hebei, China, in 1977. She received the Ph.D. degree in education from Beijing Normal University, Beijing, China, in 2006.
Her major study focused on technology enhanced learning and technology enhanced teacher development. She is currently an Associate Professor with the Faculty of Education, Beijing Normal University. She has been working in the technology enhanced learning for more than 20 years. She...Show More
Ning Ma was born in Hebei, China, in 1977. She received the Ph.D. degree in education from Beijing Normal University, Beijing, China, in 2006.
Her major study focused on technology enhanced learning and technology enhanced teacher development. She is currently an Associate Professor with the Faculty of Education, Beijing Normal University. She has been working in the technology enhanced learning for more than 20 years. She...View more
Department of Teacher Education and Learning Sciences, Learning Design and Technology, College of Education, North Carolina State University, Raleigh, NC, USA
Shiyan Jiang received the Ph.D. degree in technology-enhanced STEM education from the University of Miami, Coral Gables, FL, USA, in 2018.
She was a Postdoc with Carnegie Mellon University, Pittsburgh, PA, USA, and worked in designing an innovative writing feedback system. She is currently an Assistant Professor of Learning Design and Technology with North Carolina State University, Raleigh, NC, USA. She designs and studie...Show More
Shiyan Jiang received the Ph.D. degree in technology-enhanced STEM education from the University of Miami, Coral Gables, FL, USA, in 2018.
She was a Postdoc with Carnegie Mellon University, Pittsburgh, PA, USA, and worked in designing an innovative writing feedback system. She is currently an Assistant Professor of Learning Design and Technology with North Carolina State University, Raleigh, NC, USA. She designs and studie...View more
National Institute of Education Sciences, Beijing, China
Haogang Bao received the Ph.D. degree in educational technology from Faculty of Education, Beijing Normal University, Beijing, China, in 2021.
He is currently an Assistant Researcher with the National Institute of Education Sciences, Beijing, China. His research interests include learning analytics computer-supported collaborative learning, and artificial intelligence in education.
Haogang Bao received the Ph.D. degree in educational technology from Faculty of Education, Beijing Normal University, Beijing, China, in 2021.
He is currently an Assistant Researcher with the National Institute of Education Sciences, Beijing, China. His research interests include learning analytics computer-supported collaborative learning, and artificial intelligence in education.View more
Beijing Normal University, Beijing, China
Yanyan Li received the Ph.D. degree in computer software and theory from the Institute of Computing Technology, Chinese Academy of Sciences, Beijing, China, in 2005.
She is currently a Professor with the Faculty of Education, Beijing Normal University, Beijing, China. Her research interests include learning analytics, computer supported collaborative learning, STEM, and AI in education. She is the Principal Investigator of...Show More
Yanyan Li received the Ph.D. degree in computer software and theory from the Institute of Computing Technology, Chinese Academy of Sciences, Beijing, China, in 2005.
She is currently a Professor with the Faculty of Education, Beijing Normal University, Beijing, China. Her research interests include learning analytics, computer supported collaborative learning, STEM, and AI in education. She is the Principal Investigator of...View more
Contents Artificial Intelligence and Human Languages Lab, Beijing Foreign Studies University, Beijing, China
Qi Wang was born in Shandong, China, in 1990. He received the Ph.D. degree in educational technology from Beijing Normal University, Beijing, China, in 2020.
He is currently a Lecturer with Artificial Intelligence and Human Languages Lab, Beijing Foreign Studies University, Beijing, China. His research interests include technology-enhanced learning, AI in education, learning analytics, and automatic design and generation of online courses.
Qi Wang was born in Shandong, China, in 1990. He received the Ph.D. degree in educational technology from Beijing Normal University, Beijing, China, in 2020.
He is currently a Lecturer with Artificial Intelligence and Human Languages Lab, Beijing Foreign Studies University, Beijing, China. His research interests include technology-enhanced learning, AI in education, learning analytics, and automatic design and generation of online courses.View more
Language Technologies Institute and Human Computer Interaction Institute, School of Computer Science, Carnegie Mellon University, Pittsburgh, PA, USA
Carolyn P. Rose (Senior Member, IEEE) was born in San Jose, CA, USA, in 1970. She received the B.S. degree in information and computer science from the University of California at Irvine, Irvine, CA, in 1992, and the M.S. degree in computational linguistics and the Ph.D. degree in information and language technologies from Carnegie Mellon University, Pittsburgh, PA, USA, in 1994 and 1997, respectively.
She is currently a Professor of Language Technologies and Human-Computer Interaction with the School of Computer Science, Carnegie Mellon University and the Interim Director of the Language Technologies Institute. Her research interests include computational modeling of discourse to enable scientific understanding the social and pragmatic nature of conversational interaction of all forms, and using this understanding to build intelligent computational systems for improving collaborative interactions. Her research group's highly interdisciplinary work, published in more than 270 peer-reviewed publications, is represented in the top venues of five fields, namely language technologies, learning sciences, cognitive science, educational technology, and human-computer interaction, with awards in four of these fields.
Dr. Rosé is a Past President and Inaugural Fellow of the International Society of the Learning Sciences, Founding Chair of the International Alliance to Advance Learning in the Digital Era, and the Co-Editor-In-Chief of the International Journal of Computer-Supported Collaborative Learning. She also a 2020–2021 AAAS Leshner Leadership Institute Fellow for Public Engagement with Science, with a focus on public engagement with artificial intelligence.
Carolyn P. Rose (Senior Member, IEEE) was born in San Jose, CA, USA, in 1970. She received the B.S. degree in information and computer science from the University of California at Irvine, Irvine, CA, in 1992, and the M.S. degree in computational linguistics and the Ph.D. degree in information and language technologies from Carnegie Mellon University, Pittsburgh, PA, USA, in 1994 and 1997, respectively.
She is currently a Professor of Language Technologies and Human-Computer Interaction with the School of Computer Science, Carnegie Mellon University and the Interim Director of the Language Technologies Institute. Her research interests include computational modeling of discourse to enable scientific understanding the social and pragmatic nature of conversational interaction of all forms, and using this understanding to build intelligent computational systems for improving collaborative interactions. Her research group's highly interdisciplinary work, published in more than 270 peer-reviewed publications, is represented in the top venues of five fields, namely language technologies, learning sciences, cognitive science, educational technology, and human-computer interaction, with awards in four of these fields.
Dr. Rosé is a Past President and Inaugural Fellow of the International Society of the Learning Sciences, Founding Chair of the International Alliance to Advance Learning in the Digital Era, and the Co-Editor-In-Chief of the International Journal of Computer-Supported Collaborative Learning. She also a 2020–2021 AAAS Leshner Leadership Institute Fellow for Public Engagement with Science, with a focus on public engagement with artificial intelligence.View more
Advanced Innovation Center for Future Education, Beijing Normal University, Beijing, China
Ning Ma was born in Hebei, China, in 1977. She received the Ph.D. degree in education from Beijing Normal University, Beijing, China, in 2006.
Her major study focused on technology enhanced learning and technology enhanced teacher development. She is currently an Associate Professor with the Faculty of Education, Beijing Normal University. She has been working in the technology enhanced learning for more than 20 years. She participated and conducted many research projects, some of which are very influential in China, such as the Project of Theoretical and Practical Innovative Experimental Research on Leaping Development of Fundamental Education, which has more than 400 experimental schools in China, Theoretical and Practical Research on Propelling the High Quality and Balanced Development of Regional Compulsory Education, which cares about how the K-12 schools in rural areas can get high quality educations, and Cloud Classrooms of Mobile Learning supported by the Joint Laboratory of the Ministry of Education and China Mobile Ltd., which aims to develop 100 K-12 schools where in some classes each student can learn with a tablet computer or other mobile devices. Her research interests include one-to-one digital learning, mobile learning, and technology enhanced in-service teacher development. Till now, she has authored or coauthored more than 80 articles and nearly 10 books in these research areas.
Prof. Ma is currently the Deputy Director of the Mobile Learning—the Joint Laboratory of the Ministry of Education and China Mobile Ltd., and a Core Fellow of the Advanced Innovation Center for Future Education, Beijing Normal University. She was a Fellow of the Project of Promoting the K-12 Teachers’ Abilities of Applying ICT in Education, which was sponsored and conducted by the Chinese Ministry of Education that aims to train the over 10 million K-12 teachers of China.
Ning Ma was born in Hebei, China, in 1977. She received the Ph.D. degree in education from Beijing Normal University, Beijing, China, in 2006.
Her major study focused on technology enhanced learning and technology enhanced teacher development. She is currently an Associate Professor with the Faculty of Education, Beijing Normal University. She has been working in the technology enhanced learning for more than 20 years. She participated and conducted many research projects, some of which are very influential in China, such as the Project of Theoretical and Practical Innovative Experimental Research on Leaping Development of Fundamental Education, which has more than 400 experimental schools in China, Theoretical and Practical Research on Propelling the High Quality and Balanced Development of Regional Compulsory Education, which cares about how the K-12 schools in rural areas can get high quality educations, and Cloud Classrooms of Mobile Learning supported by the Joint Laboratory of the Ministry of Education and China Mobile Ltd., which aims to develop 100 K-12 schools where in some classes each student can learn with a tablet computer or other mobile devices. Her research interests include one-to-one digital learning, mobile learning, and technology enhanced in-service teacher development. Till now, she has authored or coauthored more than 80 articles and nearly 10 books in these research areas.
Prof. Ma is currently the Deputy Director of the Mobile Learning—the Joint Laboratory of the Ministry of Education and China Mobile Ltd., and a Core Fellow of the Advanced Innovation Center for Future Education, Beijing Normal University. She was a Fellow of the Project of Promoting the K-12 Teachers’ Abilities of Applying ICT in Education, which was sponsored and conducted by the Chinese Ministry of Education that aims to train the over 10 million K-12 teachers of China.View more
Department of Teacher Education and Learning Sciences, Learning Design and Technology, College of Education, North Carolina State University, Raleigh, NC, USA
Shiyan Jiang received the Ph.D. degree in technology-enhanced STEM education from the University of Miami, Coral Gables, FL, USA, in 2018.
She was a Postdoc with Carnegie Mellon University, Pittsburgh, PA, USA, and worked in designing an innovative writing feedback system. She is currently an Assistant Professor of Learning Design and Technology with North Carolina State University, Raleigh, NC, USA. She designs and studies technology-enhanced data science learning environments to facilitate the development of STEM identities.
Shiyan Jiang received the Ph.D. degree in technology-enhanced STEM education from the University of Miami, Coral Gables, FL, USA, in 2018.
She was a Postdoc with Carnegie Mellon University, Pittsburgh, PA, USA, and worked in designing an innovative writing feedback system. She is currently an Assistant Professor of Learning Design and Technology with North Carolina State University, Raleigh, NC, USA. She designs and studies technology-enhanced data science learning environments to facilitate the development of STEM identities.View more
National Institute of Education Sciences, Beijing, China
Haogang Bao received the Ph.D. degree in educational technology from Faculty of Education, Beijing Normal University, Beijing, China, in 2021.
He is currently an Assistant Researcher with the National Institute of Education Sciences, Beijing, China. His research interests include learning analytics computer-supported collaborative learning, and artificial intelligence in education.
Haogang Bao received the Ph.D. degree in educational technology from Faculty of Education, Beijing Normal University, Beijing, China, in 2021.
He is currently an Assistant Researcher with the National Institute of Education Sciences, Beijing, China. His research interests include learning analytics computer-supported collaborative learning, and artificial intelligence in education.View more
Beijing Normal University, Beijing, China
Yanyan Li received the Ph.D. degree in computer software and theory from the Institute of Computing Technology, Chinese Academy of Sciences, Beijing, China, in 2005.
She is currently a Professor with the Faculty of Education, Beijing Normal University, Beijing, China. Her research interests include learning analytics, computer supported collaborative learning, STEM, and AI in education. She is the Principal Investigator of several projects funded by the National Natural Science Foundation of China, National Social Science foundation of China, and Key Project of Beijing Educational Science “Thirteenth Five-Year Plan.” She has authored or coauthored three academic books and more than 100 articles both in journals and international conferences covering interdisciplinary areas, e.g., computer science, learning science, and educational studies.
Dr. Li is the current executive editor of Journal of Computers in Education and was an editorial board member of the International Journal of Distance Education Technologies and Journal of Smart Learning Environments. She was the invited keynote speaker of the 19th Artificial Intelligence in Education Conference, London, U.K., held in June 2018, and the 13th International Conference on Education Technology and Computers, Wuhan, China, held in October 2021. Four of her articles have been awarded as the best paper in international conferences.
Yanyan Li received the Ph.D. degree in computer software and theory from the Institute of Computing Technology, Chinese Academy of Sciences, Beijing, China, in 2005.
She is currently a Professor with the Faculty of Education, Beijing Normal University, Beijing, China. Her research interests include learning analytics, computer supported collaborative learning, STEM, and AI in education. She is the Principal Investigator of several projects funded by the National Natural Science Foundation of China, National Social Science foundation of China, and Key Project of Beijing Educational Science “Thirteenth Five-Year Plan.” She has authored or coauthored three academic books and more than 100 articles both in journals and international conferences covering interdisciplinary areas, e.g., computer science, learning science, and educational studies.
Dr. Li is the current executive editor of Journal of Computers in Education and was an editorial board member of the International Journal of Distance Education Technologies and Journal of Smart Learning Environments. She was the invited keynote speaker of the 19th Artificial Intelligence in Education Conference, London, U.K., held in June 2018, and the 13th International Conference on Education Technology and Computers, Wuhan, China, held in October 2021. Four of her articles have been awarded as the best paper in international conferences.View more
