Ouyang Fan, Chen Zixuan, Cheng Mengting, Tang Zifan, Su Chien-Yuan
College of Education, Zhejiang University, Hangzhou, 310058 Zhejiang China.
Department of Education, National University of Tainan, Tainan, Taiwan.
Int J Educ Technol High Educ. 2021;18(1):35. doi: 10.1186/s41239-021-00273-y. Epub 2021 Jul 14.
Collaborative problem-solving (CPS) engages students in solving ill-structured problems, creating group knowledge, and developing self-regulation and collaboration skills. Different scaffoldings, such as minimal-guided, task-oriented, and idea-oriented, can be used to facilitate students' CPS activities, but their effects have not been comprehensively explored. In this research, we use minimally-guided, task-oriented, and idea-oriented scaffoldings to promote Chinese university students' online CPS activities and use a multi-method approach to analyze the effects of three scaffolding on collaboration. The results indicate relatively complicated collaborative processes and outcomes supported by three scaffoldings. It is initially shown that the idea-centered scaffolding strengthens students' connections between idea contribution, metacognitive regulation, and knowledge artifact behaviors, which are critical factors for improving the CPS quality. Based on the empirical research results, we conclude that future instructional design should carefully consider the educational culture, time constraint, and student regulation to better facilitate CPS practices.
协作式问题解决（CPS）让学生参与解决结构不良问题、创造群体知识以及培养自我调节和协作技能。不同的支架，如最小引导式、任务导向式和想法导向式，可用于促进学生的CPS活动，但其效果尚未得到全面探究。在本研究中，我们使用最小引导式、任务导向式和想法导向式支架来促进中国大学生的在线CPS活动，并采用多方法途径分析三种支架对协作的影响。结果表明三种支架支持相对复杂的协作过程和结果。初步显示，以想法为中心的支架加强了学生在想法贡献、元认知调节和知识制品行为之间的联系，这些是提高CPS质量的关键因素。基于实证研究结果，我们得出结论，未来的教学设计应仔细考虑教育文化、时间限制和学生调节，以更好地促进CPS实践。
