The Open UniversitySkip to content
 

The role of scaffolding and motivation in CSCL

Rienties, Bart; Giesbers, Bas; Tempelaar, Dirk; Lygo-Baker, Simon; Segers, Mien and Gijselaers, Wim (2012). The role of scaffolding and motivation in CSCL. Computers & Education, 59(3) pp. 893–906.

Full text available as:
[img]
Preview
PDF (Accepted Manuscript) - Requires a PDF viewer such as GSview, Xpdf or Adobe Acrobat Reader
Download (364kB) | Preview
DOI (Digital Object Identifier) Link: https://doi.org/10.1016/j.compedu.2012.04.010
Google Scholar: Look up in Google Scholar

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.

In a quasi-experimental setting, 143 participants collaborated in an online setting aimed at enhancing their understanding of economics. Using a multi-method approach (Content Analysis, Social Network Analysis, measurement of Academic Motivation), the research results reveal the redesign triggered more equal levels of activity of autonomous and control-oriented learners, but also a decrease in input from the autonomous learners. The main conclusion from this study is that getting the balance between guidance and support right to facilitate both autonomous and control-oriented learners is a delicate complex issue.

Item Type: Journal Item
Copyright Holders: 2012 Elsevier Ltd.
ISSN: 0360-1315
Keywords: academic motivation; scaffolding; social network analysis; quasi-experimental design; problem-based learning; self-determination theory; multi-method analysis
Academic Unit/School: Learning and Teaching Innovation (LTI) > Institute of Educational Technology (IET)
Learning and Teaching Innovation (LTI)
Item ID: 39505
Depositing User: Bart Rienties
Date Deposited: 12 Feb 2014 12:01
Last Modified: 10 Feb 2017 10:35
URI: http://oro.open.ac.uk/id/eprint/39505
Share this page:

Altmetrics

Download history for this item

These details should be considered as only a guide to the number of downloads performed manually. Algorithmic methods have been applied in an attempt to remove automated downloads from the displayed statistics but no guarantee can be made as to the accuracy of the figures.

Actions (login may be required)

Policies | Disclaimer

© The Open University   contact the OU