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首页> 外文会议>International Conference on Artificial Intelligence in Education >Ordering Effects in a Role-Based Scaffolding Intervention for Asynchronous Online Discussions
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Ordering Effects in a Role-Based Scaffolding Intervention for Asynchronous Online Discussions

机译：在基于角色的脚手架干预中的排序效果进行异步在线讨论

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A common scaffolding approach in computer-supported collaborative learning is the assignment of specific roles to the participants in online asynchronous discussions. Previous work has demonstrated how this type of scaffolding can result in student contributions of greater depth and quality. However, since students necessarily experience the roles in varying orders, it is important to consider whether the ordering impacts the outcome. This paper addresses the issue by examining a scaffolding intervention that was deployed in an asynchronous online discussion forum, where students were assigned to lead the discussion in one thread as the 'expert' and to participate in other threads by asking questions. A network analytic approach was used to visualise and quantify several potential ordering effects within the intervention. The constructs of cognitive presence and cognitive engagement, from the Community of Inquiry and the ICAP frameworks, were used together to measure the depth and quality of the discussion contribution expressed in each message. The analysis confirmed that the contributions made while the student was in the 'expert' role scored significantly higher for both constructs, but found that the order in which students took on each role had little impact on the quality of their contributions to other threads. This result contrasts with earlier work on single-duty roles that found an advantage in being assigned certain roles early in the discussion, and suggests that instructors should feel confident in rotating more complex user roles between students.
机译：计算机支持的协作学习中的常见脚手架方法是在线异步讨论中的参与者分配特定角色。以前的工作证明了这种类型的脚手架可以导致学生贡献更深入和质量。然而，由于学生必须在不同的订单中体验角色，因此重要的是考虑订购是否会影响结果。本文通过检查在异步在线讨论论坛中部署的脚手架干预来解决该问题，其中分配学生以在一个线程中作为“专家”领导讨论并通过提出问题参加其他线程。网络分析方法用于可视化和量化干预内的几个潜在的排序效果。来自查询社区和ICAP框架的认知存在和认知参与的构建在一起，用于测量每条信息中表达的讨论贡献的深度和质量。该分析证实，在学生在“专家”作用中的贡献，这两个建筑均得分明显更高，但发现学生对每个角色的命令对其对其他线程的贡献质量没有影响。这结果与早期的工作对比单项角色，发现在讨论中早期分配了某些角色的单项角色，并建议教师应该对学生之间的更复杂的用户角色进行充满信心。

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