Scaffolding Novice Instructional Designers' Problem-Solving Processes Using Question Prompts in a Web-Based Learning Environment
Scaffolding Novice Instructional Designers' Problem-Solving Processes Using Question Prompts in a Web-Based Learning Environment
复制标题
在基于网络的学习环境中使用问题提示来搭建新手教学设计师解决问题的过程
DOI：
10.2190/5f6j-hhvf-2u2b-8t3g
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发表时间：
2005
影响因子：
4.8
通讯作者：
Kendrick A. Davis
中科院分区：
文献类型：
--
作者：
Xun Ge;Ching;Kendrick A. Davis
本研究探讨了问题提示在网络学习环境中支撑初学者解决结构不良的教学设计问题中的作用。在不同的提示条件下(问题阐述和问题指导)研究了问题提示的效果，同时考虑了学习者不同水平的先验知识和经验。这项研究采用了比较的多案例研究设计，使用了有声思考的技术，随后进行了访谈。来自教学设计与技术专业的八名研究生参与了这项研究。这些定性的研究结果支持了前人关于问题提示在解决不良结构问题中的优势的研究，同时也揭示了问题提示在不同条件下的特定认知和元认知功能以及局限性。本研究对网络学习环境下支持不同领域不良结构问题解决的教学支架的设计具有一定的借鉴意义。
The present study investigated the effects of question prompts in scaffolding novice instructional designers solving ill-structured, instructional design problems in a Web-based learning environment. The effects of question prompts were studied under different prompting conditions (Question-Elaboration vs. Question-Guidance), taking into consideration various levels of learners' prior knowledge and experience. The study employed a comparative, multiple-case study design using the technique of think-aloud protocols, which were followed by interviews. Eight graduate students from the program of Instructional Design and Technology participated in the study. While the qualitative findings supported the previous research on the advantages of question prompts in scaffolding ill-structured problem solving, they also shed light on the specific cognitive and metacognitive functions, as well as limitations, of question prompts in different conditions. The study has implications for designing instructional scaffolds for supporting ill-structured problem solving of various domains in a Web-based learning environment.