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首页> 外文会议>American Society for Engineering Education Annual Conference and Exposition >Methods to Study Elements of the Instructional Scaffolding Strategy Model for Enhancing Engineering Students' Knowledge Construction in an Online Social Collaborative Learning Environment
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Methods to Study Elements of the Instructional Scaffolding Strategy Model for Enhancing Engineering Students' Knowledge Construction in an Online Social Collaborative Learning Environment

机译：研究教学脚手架策略模型的要素，以加强在线社会协同学习环境中工程学生知识建设的方法

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Engineering students face low levels of knowledge construction when developing competence and expertise in the engineering field. In addition, the industry is left dissatisfied by engineering students' deficiency in potential skills and low levels of academic achievement. In order to assist engineering students to perform well in achievement tests, it is necessary to design instructional scaffolding during the learning process. Scaffolding students' learning via an online learning medium is quite a challenging task. There is thus considerable need for strategies to enable instructors to assist students' learning through such a medium. The instructional scaffolding strategy model can provide a foundation in identifying a mechanism that will lead to the description of successful metacognitive scaffolding approaches that can be used by instructors to help students in learning via an online medium. This research paper describes and explains methods used in determining the instructional scaffolding strategy elements of a model to enhance engineering students' knowledge construction in an online social collaborative learning environment. The design of the instructional scaffolding strategy model is examined using qualitative methodologies. The process of enhancing students' knowledge construction is examined qualitatively using interviews, content analysis and thematic analysis. The categorization and analysis are achieved using concept mapping. Ten participants took part in structured interview sessions to investigate instructional scaffolding elements. These comprised five interviewees who had significantly improved their scores on an achievement test, and another five who had actively participated in a metacognitive learning activity via the Facebook discussions in the online social collaborative learning environment and had also performed well in their tests. The following are the key findings from the study: (a) Instructional Scaffolding has eight elements in total, 1 - pre-engagement; 2 - shared goal; 3 - understanding of students' prior knowledge; 4 - provide a variety of support; 5 - provide encouragement and praise; 6 - give feedback; 7 - provide supportive and positive responses; and 8 - provide instructional support. (b) Elements to provide a variety of support and give feedback can interconnect, as in the 'explanation and guide' theme from the axial coding. These themes are mapped out to design an instructional scaffolding strategy model. More effective pedagogical practices to improve engineering students' knowledge construction in online learning have been the subject of much argument from researchers and deserve further investigation. It is important to understand the design process of an instructional scaffolding strategy. Designing instructional scaffolding strategies as a platform for metacognitive scaffolding approaches can help instructors to improve engineering graduates' knowledge construction in terms of higher order thinking.
机译：在开发工程领域的能力和专业知识时，工程学生面临低级别的知识建设。此外，该行业对工程学生缺乏潜在技能和较低的学术成就的不满意。为了帮助工程学生在成就测试中表现良好，有必要在学习过程中设计教学脚手架。通过在线学习媒体的脚手架学生的学习是一个充满挑战的任务。因此，有可能导致教师能够通过这种媒介帮助学生的学习来实现策略。教学脚手架策略模型可以提供识别能够通过在线媒介帮助学生可以使用的成功元认知脚手架方法的机制来提供基础，以便通过在线媒介帮助学生学习学习的成功元认知脚手架方法。本研究论文描述并解释了用于确定模型的教学脚手架策略要素，以增强在线社会协同学习环境中的工程学生知识建设。使用定性方法检查教学脚手架策略模型的设计。使用访谈，内容分析和专题分析来检查加强学生知识建设的过程。使用概念映射实现分类和分析。十名参与者参加了结构化面试会议，以调查教学脚手架元素。这些包括五个受访者，他们在成就测试中大大提高了他们的分数，另外五个通过在线社会协作学习环境中的Facebook讨论积极参与了元认知学习活动，并且在他们的测试中也表现良好。以下是研究的主要发现：（a）教学脚手架共有八个元素，1 - 预参与; 2 - 共同目标; 3 - 了解学生的先验知识; 4 - 提供各种支持; 5 - 提供鼓励和赞誉; 6 - 提供反馈; 7 - 提供支持性和积极的反应; 8 - 提供教学支持。 （b）提供各种支持的元素，并提供反馈可以互连，如“解释和指导”主题从轴向编码中的主题。这些主题被绘制为设计教学脚手架策略模型。更有效的教学实践来改善在线学习中的工程学生的知识建设一直是研究人员有很多论证的主题，并应得进一步调查。了解教学脚手架策略的设计过程非常重要。设计教学脚手架战略作为元认知脚手架方法的平台，可以帮助教师在高阶思维方面提高工程毕业生的知识建设。

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