by Yun-Jo An, JOLT
To scaffold students’ wiki-based, ill-structured problem solving in an online environment, the author designed conceptual, metacognitive, procedural, and strategic scaffolds. Using mixed methods research, this study explored the effectiveness of the scaffolds and the use of wikis in the ill-structured problem solving process. Data were collected from multiple sources, including surveys, virtual observations, project-related documents and postings in Blackboard, e-mails, and group wiki pages. The findings of this study suggest that soft scaffolding is necessary, especially for conceptual guidance, to effectively support students’ ill-structured problem solving. The hard, metacognitive scaffolds provided in the course not only supported student groups’ planning, monitoring, and evaluation in their ill-structured problem solving processes, but also helped the instructor provide tailored conceptual, metacognitive, and strategic scaffolding. The participants in this study reported that they depended on synchronous communication tools, rather than wikis, to discuss the project issues and make group decisions. The results of this study indicate that although wikis are effective for collaborative writing and editing, they are not very effective as a communication tool in the ill-structured problem solving process. The implications for future scaffolding design and implementation are discussed.
http://jolt.merlot.org/vol6no4/an_1210.htm
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