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The Effects of Three Instructor Participatory Roles on a Small Group's Collaborative Concept Mapping
Peer reviewed
Direct linkOuyang, Fan; Xu, Weiqi – Journal of Educational Computing Research, 2022
Collaborative concept mapping, as one of the widely used computer-supported collaborative learning (CSCL) modes, has been used to foster students' meaning making, problem solving, and knowledge construction. Previous empirical research has used varied instructional scaffoldings and has reported different effects of those scaffoldings on…
Descriptors: Computer Assisted Instruction, Cooperative Learning, Concept Mapping, Problem Solving
Ouyang, Fan; Chen, Si; Yang, Yuqin; Chen, Yunqing – Journal of Educational Computing Research, 2022
Group-level metacognitive scaffolding is critical for productive knowledge building. However, previous research mainly focuses on the individual-level metacognitive scaffoldings in helping learners improve knowledge building, and little effort has been made to develop group-level metacognitive scaffolding (GMS) for knowledge building. This…
Descriptors: Metacognition, Scaffolding (Teaching Technique), Teaching Methods, Faculty Development
Ouyang, Fan; Chen, Zixuan; Cheng, Mengting; Tang, Zifan; Su, Chien-Yuan – International Journal of Educational Technology in Higher Education, 2021
Collaborative problem-solving (CPS) engages students in solving ill-structured problems, creating group knowledge, and developing self-regulation and collaboration skills. Different scaffoldings, such as minimal-guided, task-oriented, and idea-oriented, can be used to facilitate students' CPS activities, but their effects have not been…
Descriptors: Cooperative Learning, Problem Solving, Scaffolding (Teaching Technique), Metacognition
