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Instructional scaffolding in online collaborative learning environment for knowledge construction among engineering students

机译：在线协同学习环境中的教学脚手架在工程学生中的知识建设中

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Engineering students show very little gain in high knowledge constructions that allows them to integrate and apply in real world situations especially to develop the competence and expertise in the engineering field [1]. In order to achieve the needs of today's engineering students in a digital or gadget world environment, instructional scaffolding needs to be embedded in the learning process. Scaffolding is a key strategy in cognitive apprenticeship [2], in which students can think critically about engineering and construct knowledge via work creatively in teams [3]. The aim of this paper is to understand the possibility of social interaction, knowledge construction and collaboration impact in an online collaborative learning environment among engineering students. The knowledge construction processes as defined by the instructional scaffolding factors will assist educators to redefine the roles and metacognitive activities of the lecturers and students in order to make learning process in the online collaborative learning environment more efficient, meaningful and can improve engineering students' knowledge construction process as well as innovative and creative thinking. The findings of this study could be used as a basis for further research in an online collaborative learning environment. This finding can be applied in a new environment, especially in the online collaborative learning environment alone, which indicates that educators can use the indicators of the instructional scaffolding factors to plan a curricula course.
机译：工程学生在高知识结构上表现出很少的收益，使他们能够在现实世界的情况下整合和应用，特别是在工程领域的能力和专业知识[1]。为了实现当今工程学生在数字或小工具世界环境中的需求，教学脚手架需要嵌入学习过程中。脚手架是认知学徒的关键战略[2]，学生可以通过创造性地在团队中创造性地批判性地思考工程和构建知识[3]。本文的目的是了解工程学生在线协同学习环境中的社会互动，知识建设和合作影响的可能性。教学脚手架因素所定义的知识建设过程将协助教育工作者重新定义讲师和学生的角色和元认知活动，以便在网上协作学习环境中进行学习过程更有效，有意义，可以提高工程学生的知识建设过程以及创新和创新思维。该研究的结果可作为进一步研究在线协同学习环境的基础。这一发现可以应用于一个新的环境，特别是在单独在线协作学习环境中，这表明教育者可以使用教学脚手架因素的指标来规划课程课程。

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