The Effects of Scaffolding Types on the Problem Solving Phase

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Jang, S. & Lim, W.C. (2008). The Effects of Scaffolding Types on the Problem Solving Phase. In J. Luca & E. Weippl (Eds.), Proceedings of World Conference on Educational Multimedia, Hypermedia and Telecommunications 2008 (pp. 2402-2406). Chesapeake, VA: AACE.
Retrieved from http://www.editlib.org/p/28700.

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Conference Information

World Conference on Educational Multimedia, Hypermedia and Telecommunications (EDMEDIA) 2008
Vienna, Austria
June 30, 2008
ISBN 1-880094-65-7
  Joseph Luca & Edgar R. Weippl
AACE

More Information on EDMEDIA
Table of Contents

Authors

Seonyoung Jang, Wan Chul Lim, Seoul National University, Korea (South)

Abstract

The purposes of this study are to investigate the effects of three scaffolding types, such as ‘providing explanation scaffolding’, ‘providing cue scaffolding’, ‘inviting student participation scaffolding’ on problem solving phase in web-based learning. This paper thus addressed the questions: Are there any meaningful differences in the problem solving phases such as ‘understanding problem’, ‘developing solution’, ‘applying solution’, ‘reviewing’ among the three different scaffolding types? The results were summarized as follows:(1)Providing explanation scaffolding type showed significant effects in ‘understanding problem’ phase. (2)There was no significant difference in the ‘developing solution’ phase, among three different groups. (3) Providing cue scaffolding type applied in this study showed significant effects in ‘applying solution’ phase. (4) There was no significant difference in the ‘reviewing’ phase, among three different groups.

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