Scaffolding information problem solving in web-based collaborative inquiry learning

  • Authors:

  • Annelies Raes;Tammy Schellens;Bram De Wever;Ellen Vanderhoven

  • Affiliations:

  • Department of Educational Studies, Ghent University, Henri Dunantlaan 2, 9000 Gent, Belgium;Department of Educational Studies, Ghent University, Henri Dunantlaan 2, 9000 Gent, Belgium;Department of Educational Studies, Ghent University, Henri Dunantlaan 2, 9000 Gent, Belgium;Department of Educational Studies, Ghent University, Henri Dunantlaan 2, 9000 Gent, Belgium

  • Venue:
  • Computers & Education
  • Year:
  • 2012

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Abstract

This study investigated the impact of different modes of scaffolding on students who are learning science through a web-based collaborative inquiry project in authentic classroom settings and explored the interaction effects with students' characteristics. The intervention study aimed to improve domain-specific knowledge and metacognitive awareness during online information problem solving (IPS) as part of an online inquiry project. Three experimental conditions (teacher-enhanced scaffolding, technology-enhanced scaffolding, and both forms of scaffolding) were compared with a control condition in a two-by-two factorial quasi-experimental design. Moreover, gender and prior knowledge were examined as two factors which may have a significant impact on Web-based learning. In a four-week field study in secondary science education, pretest-posttest differences were measured. In total 347 students from 18 secondary school classes were involved and the classes were randomly distributed over the 4 conditions. Our findings support the notion of multiple scaffolding as an approach to enhance both knowledge acquisition and metacognitive awareness with respect to IPS-processes and to meet a mix of students with different needs within the context of a web-based inquiry learning project.