Patterns of peer scaffolding in technology-enhanced inquiry classrooms: application of social network analysis
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RESEARCH ARTICLE
Patterns of peer scaffolding in technology-enhanced inquiry classrooms: application of social network analysis Suhkyung Shin1
•
Thomas A. Brush2 • Krista D. Glazewski2
Association for Educational Communications and Technology 2020
Abstract The purpose of this study was to identify types and patterns of peer scaffolding that occur during inquiry-based learning (IBL) group activities. It employed a single instrumental case approach that integrated quantitative and qualitative analyses of data gathered from 21 students in a ninth grade biology course. A verbal analysis, a content analysis, and a social network analysis (SNA) were performed to identify patterns in group interactions and refine emergent themes. First, nine types of peer scaffolding were identified and found to serve the goals of direction maintenance, cognitive structuring, and simplification. Second, three different patterns related to the high, mixed, and low prior knowledge levels of each group were identified. The high prior knowledge group provided peer scaffolding that focused attention on considerations key to developing their arguments, and this scaffolding may have improved the group’s work. In the mixed prior knowledge group, the students with greater prior knowledge were likely to support those with less prior knowledge. Together, these findings indicate the way students are grouped may impact observable patterns in peer scaffolding. Identifying the difficulties that learners face and the assistance they seek could help instructional designers and teachers identify areas in which students need support during IBL group activities. This study informs educators and practitioners of effective strategies for designing and implementing peer scaffolding to assist inquiry activities in technology-enhanced classroom settings. Keywords Peer scaffolding Inquiry-based learning Technology-enhanced learning Collaborative group work Social network analysis
This paper had submitted for the 2018 Young Researcher competition, was selected for the award. & Suhkyung Shin [email protected] Thomas A. Brush [email protected] Krista D. Glazewski [email protected] 1
Hanyang University, 222, Wangsimni-ro, Seongdong-gu, Seoul 04763, South Korea
2
Indiana University, 201 N. Rose Ave., Bloomington, IN 47405, USA
123
S. Shin et al.
Introduction Inquiry-based learning (IBL) is rooted in the idea, advocated by, that learning should involve authentic practice gained by pursuing open-ended questions. IBL presents learners with authentic and ill-structured problems, putting each in the role of primary researcher. In IBL, learners work together in small groups to analyze the problem provided, consider possible solutions, generate a group solution, and communicate their results (Schraw et al. 1995; Shin et al. 2003). While engaging in IBL, learners can acquire content knowledge and problem-solving skills in different disciplinary areas, including mathematics, science (Kolodner et al. 2003; Simons and Klein 2007), history, and literat
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