Scaffolding Problem-Centered Collaborative Inquiry in a Large Online Class (254824329)

8/9/2019 Scaffolding Problem-Centered Collaborative Inquiry in a Large Online Class (254824329)

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Scaffolding Problem-Centered

Collaborative Inquiry

in a Large Online Class

Yan Shen, Instructional Designer

Deena ur!hy, Instructor David "red#ell, $e# edia Develo!er

$orth Carolina State %niversity





Online Course Conte)t

( !"S #$%& !omen and "ender in Science and 'echnology

( "eneral Education Program ("EP) U.S. *iversity

Course( +ncreased to $,% students per online section

( igher-order learning obectives( Identify and describe a gender-related challenge in

society supported by academic articles.

( Propose and implement an intervention to amelioratethe eects of the gender-related challenge.

( Evaluate and reect on the implementedintervention.



Problem-Centered Inquiry

Inquiry Task: !hat can you do to impact or createa change on a gender-related challenge/

Inquiry Process Original Project

DesignProblem +denti0cation !rite a $%%-1ord proposal

about ho1 your group planto approach the task2including the proect topic

and related articles.

Solution "eneration

+mplementation+mplement the interventionby interacting 1ithparticipants.

3egulation3e4ect on proect e5perienceand present to the class.



Instructional Challenge

( 'eaching and learning problems( Super0cial analysis of gender-related

challenges

( +ntervention 1ith little interaction or impact

( No peer interaction across groups

( +nstructional design 6uestion

( o1 can 1e improve students7 higher-orderthinking in proposing a community-basedintervention to address a gender-relatedchallenge/



Scaffolding Design

( 'echnology sca8olding via "oogle Sitetemplate

( Procedural in6uiry tasks

( "roup collaboration prompts

( 9odeling e5amples

( Peer sca8olding via 9oodle discussion

forum( Peer revie1 of proposal based on speci0ccriteria

( Peer recommendation for improvement

( +nstructor sca8olding via 9oodle lesson









*valuation ethods

( Evaluation Question( o1 did the "oogle Site template and cross-

group peer interaction in4uence student

thinking during the proposal stage/

( *ata Collection( Conducted student survey at the end of the

proposal stage (N;<=2 >,? response rate).

( Collected discussion forum analytics.



*valuation +esults

oogle Site "em!late( +t 1as easy for groups to set up their "oogleSite from the template and 1ork on it together.

( [email protected]? reported easy or very easy to set up.

( <<? reported easy or very easy to edit.( 'he in6uiry steps laid out in the templateguided logical as 1ell as divergent reasoning.

( <B.B? reported brainstorming @ challenges.

( <%.=? reported e5ploring multiple interventionideas.

( $%%? reported elaborating on implementationdetails.



*valuation +esults

oogle Site "em!late( 9odeling e5amples provided helpful resources.( =,? looked at the problem statement e5ample and

the intervention idea e5ample.

( >%? looked at those e5amples multiple times.( "oogle Site features and collaboration prompts

supported group 1ork. Students commented&( Easy for each of our group members to contribute.

( A great tool to organie !group members’" thoughts.

( I liked the !group" brainstorming and idea making.



*valuation +esults

Cross-rou! Peer Interaction( Students actively participated in discussion forum.( Dll groups7 proposal threads had $%-#% replies.

( A%.=? students made #-@ posts ,A? made A posts.

( 3evie1ing peers7 proposals 1as helpful.( Student comment& #ome !peers’ proposal ideas" $ere

so impressive that I regret not thinking of them myself.

( Peer feedback prompted improving initialproposal.

( A<.@? reported revising intervention ideas.

( >=.B? reported revising implementation plan.



*valuation +esults

Cross-rou! Peer Interaction( Peer feedback and earlier group

discussion promoted further collaborationon the proposal.

( "roups that spent @% minutes discussingchallenges in the beginning 1ere more likelyto revise implementation plan based onfeedback (F#(@);#$.@$$2 pG.%$).

( Student comment& At our ne%t groupmeeting& $e $ill go over all the feedback andad'ust !the proposal" as necessary.



*valuation +esults

Challenges( Students felt over1helmed to complete

all the proposal activities 1ithin one1eek.

( Hnline communication posed diIcultiesfor groups to discuss and organiJethoughts.

("roups encountered challenges indistributing the 1ork2 reachingagreement2 and making decisions.

( "oogle Site does not allo1 group

members to edit the same pagesimultaneousl .



"a'ea#ay Design Strategies

( Provide step-by-step instructions andguidance.

( o1 to set up and use "oogle Site.

( o1 to identify problem and generatesolution plan.

( Use "oogle Site along 1ith collaborationprompts to support group 1ork.

( "oogle Site provides collaboration space.

( Prompts suggest 1hen and ho1 tocollaborate.

( Elicit constructive peer feedback byivin s eci0c revie1 criteria ali ned



+ecommendations for

Im!lementation( *istribute activities to multiple 1eeks.( !eek $& orm groups and create "oogle Site.

( !eek #& Complete in6uiry steps and tasks.

( !eek @& 3evie1 peer groups7 1ork.

( acilitate communication andcollaboration.

( Dssist forming groups online.( Keep group siJe small.

( Provide tools and strategies for meetingonline.



"han' You.

Lan Shen2 Ph.*.

+nstructional *esigner*epartment of *istanceEducation and :earning

'echnology DpplicationsNorth Carolina State UniversityPhone& =$=-,$@-B%=>Email& yshen<Mncsu.edu

Documents

Scaffolding Problem-Centered Collaborative Inquiry in a Large Online Class (254824329)