The role of scaffolding and motivation in CSCL

TLDR: 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.

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.

Figures

Table 6 Comparison of final exam score & pass rate

Table 5 Centrality, ego-density, and correlations with academic motivation

Figure 1 Exemplary Task 0 of Optima model

Table 4 Correlations of learning indicators and academic motivation in Optima design

Table 3 Correlations of learning indicators and academic motivation in e-PBL design

Table 2 Contributions to discourse per learner in e-PBL vs. Optima condition depending on Relative Autonomy Index median split.

Frequently asked questions

Q1. What are the contributions mentioned in the paper "The role of scaffolding and motivation in cscl" ?

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. The main conclusion from this study is that getting the balance between guidance and support right to facilitate both autonomous and controloriented learners is a delicate complex issue. Furthermore, it was expected that the redesign would produce a more equal spread in contributions to discourse for learners with different motivational profiles. 

Q2. What factors facilitate or undermine intrinsic motivation of learners?

Three factors facilitate or undermine intrinsic motivation of learners: feelings of competence, sense of autonomy, and sense of relatedness (K.-C. Chen & Jang, 2010; K.-C. Chen, et al., 2010; Ryan & Deci, 2000). 

Q3. What is the role of the tutors/teachers in both designs?

The role of the tutors/teachers in both designs was to provide a clear instructional design, facilitate discourse and provide rapid feedback in line with recommendations of CSCL and SDT research (Anderson, et al., 2001; K.-C. 

Q4. What is the main argument of Kirschner et al. (2006)?

In line with Cognitive Load Theory, Kirschner et al. (2006) argue that problem solving of a complex task only becomes effective when learners are sufficiently experienced. 

Q5. What is the main conclusion from this study?

The main conclusion from this study is that getting the balance between guidance and support right inminimal guided environments such as (online) PBL to facilitate both autonomous and control-oriented learners is a complex and delicate issue. 

Q6. What is the reason for the lower engagement of learners in the Optima design?

A possible explanation for the lower engagement of learners in the Optima design is that the moreexplicit scaffolding of the Optima seven jump learning process may have narrowed the freedom and autonomy of learners relatively high in autonomy to self-determine their learning actions. 

Q7. What is the reason for the lower engagement of autonomous learners in the Optima design?

The explicit timing in Optima might have negatively influenced the engagement of autonomous learners, while it was beneficial for control-oriented learners, who had more time to actively engage with the task. 

Q8. Why did Jang et al. (2010) find that the Optima design was?

A possible explanation is that due to the (relatively) lower engagement of autonomous learners, the “engines” that spark social interaction and engagement in the discussion forums were missing in the Optima design to “push the group forward”. 

Q9. What is the role of scaffolding and motivation in CSCL?

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. 

Q10. What is the role of motivation in learning?

As motivation is a multidimensional and multilevel construct (Boekaerts & Minnaert, 2006), a wide variety of definitions and instruments are discussed and used in educational psychology research in order to understand the role of motivation on learning.