Scaffolding peer-questioning strategies to facilitate metacognition during online small group discussion
Scaffolding peer-questioning strategies to facilitate metacognition during online small group discussion
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DOI：
10.1007/s11251-005-1277-4
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发表时间：
2005-11-01
影响因子：
2.5
通讯作者：
Turgeon, AJ
中科院分区：
文献类型：
--
作者：
Choi, I;Land, SM;Turgeon, AJ
当学习者提出深思熟虑的问题或提供批判性的反馈时，可以开始有意义的讨论，促进反思思维；然而，提出有效的问题需要提问者具备一定的领域知识和元认知技能。我们提出了一个同伴提问框架，旨在通过在在线讨论中有效的同伴提问来促进元认知和学习。该框架假设，缺乏领域和元认知知识的新手可以在学习的早期阶段进行有意义的互动，由此产生的同伴生成的适应性问题可以促进学习者的元认知。因此，本研究调查了在在线小组讨论中提供在线脚手架以产生适应性问题的效果。采用现场试验时间序列控制组设计作为研究设计的混合模型。39名参加在线草坪管理入门课程的大学生参与了这项研究。研究结果表明，在网络讨论中，这些“脚手架”有助于增加学生提问行为的频率。据报道，对于一些学生来说，在线指导是他们在提问困难时提出问题的“起点”。然而，指导并没有提高问题的质量，从而提高学习成果。访谈数据表明，同伴生成的适应性问题在促进学习者反思和知识重建方面起着至关重要的作用。进一步的研究应着眼于提高同伴生成问题的质量，同时考虑自适应和动态的脚手架形式以及先验知识、元认知、任务复杂性和脚手架类型等中间因素。
Meaningful discussion that facilitates reflective thinking can be initiated when learners raise thoughtful questions or provide critical feedback; however, generating effective questions requires a certain level of domain knowledge and metacognitive skills of the question-askers. We propose a peer-questioning scaffolding framework intended to facilitate metacognition and learning through scaffolding effective peer-questioning in online discussion. This framework assumes that novice students who lack domain and metacognitive knowledge can be scaffolded to generate meaningful interactions at an early stage of learning and the resulting peer-generated adaptive questions can facilitate learners' metacognition. Thus, this study investigated the effects of providing online scaffolding for generating adaptive questions to peers during online small group discussion. A field experimental time-series control-group design was employed as a mixed model for the research design. Thirty-nine college students from an online introductory class on turfgrass management participated in the study. The findings revealed that the scaffolds were useful to increase the frequency of student questioning behavior during online discussion. For some students, the online guidance reportedly served as "a starting point" to generate questions when they had difficulty asking questions. However, the guidance did not improve the quality of questions and thus learning outcomes. The interview data indicated that peer-generated adaptive questions served a critical role in facilitating learner's reflection and knowledge reconstruction. Further study should focus on the quality improvement of peer-generated questions while considering adaptive and dynamic forms of scaffolding and intermediate factors such as prior knowledge, metacognition, task complexity, and scaffolding type.