A qualitative analysis of scaffolding use in a resource-based learning environment involving the World Wide Web
A qualitative analysis of scaffolding use in a resource-based learning environment involving the World Wide Web
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DOI：
10.2190/1gub-8ue9-nw80-cqad
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发表时间：
2000-01-01
影响因子：
4.8
通讯作者：
Land, SM
中科院分区：
文献类型：
--
作者：
Greene, BA;Land, SM
本文对18名大学生进行了定性分析，他们在从事万维网（WWW）项目时使用了不同类型的支架（教学支持）。四种不同的支持机制进行了检查：a）万维网资源; B）教学活动的程序指南; c）学生与学生的互动;和d）教师与学生的互动。本文讨论了与使用万维网作为基于资源的学习环境有关的三个主要发现：a）支架和万维网资源的效用似乎取决于学习者是否能够容易地掌握支架或资源如何帮助他们; B）学习者的先入之见和搜索策略很难改变，尽管不断有证据表明搜索并没有导致项目澄清;以及c）以与导师及同侪面对面对话为基础的社会支架，对帮助学员管理开放式专题的复杂性至关重要。被认为是在鼓励共享的意义和学习与WWW资源的教学支架的作用相关的影响。
A qualitative analysis of eighteen college students using different types of scaffolding (instructional supports) while working on a World Wide Web (WWW) project was conducted. Four different support mechanisms were examined: a) WWW resources; b) procedural guidelines for the instructional activity; c) student-student interactions; and d) instructor-student interactions. Three major findings related to use of the WWW as a resource-based learning environment are discussed: a) the utility of scaffolds and WWW resources seem dependent on the ability of learners to readily grasp how the scaffold or resource could help them; b) learners' preconceptions and search strategies were difficult to alter, despite ongoing evidence that searching was not leading to project clarification; and c) social scaffolding based on face to face dialogue with instructors and peers was critical to helping learners manage the complexity of the open- ended project. Implications related to the role of instructional scaffolding in encouraging shared meaning and learning with WWW resources are considered.