온라인 학습 환경에서 문제해결 단계별 스캐폴딩 유형의 효과 분석 = The Effects of Scaffolding Types on the Problem-Solving Phases in an online learning environment

다국어 초록 (Multilingual Abstract)

The purpose of this study is to investigate effects of the three scaffolding types, such as ‘providing an explanation scaffolding’, ‘providing a cue scaffolding’, and ‘inviting student participation’ in the problem-solving phases in an online learning environment which requires the learner to actively participate in the process of solving given problems. The research questions of this study were addressed that are meaningful differences in the four phases of problem-solving which are ‘problem comprehension’, ‘developing solution’,?applying solution’, and ‘reviewing’ phase among the three different scaffolding types. To answer these questions, this study performed an experiment on the 124 students who were taking a teacher training course out of three universities in the seoul metropolitan area. Instruments and environments used to find effects of the treatment were the problem solving process test, an ill-structured problem, the three scaffolding types, an online learning program, and the evaluating tool of the problem solving process. One-way ANOVA was conducted to analyze the data. The result of this study were summarized as follows: (1) ‘Providing an explanation scaffolding’ type applied in this study was found statistically meaningful positive effects on?problem comprehension’ phase. (2) There was no significant differences in the?developing solution’ phase, among three different groups that they were provided the three different scaffolding type. (3) ‘Providing a cue scaffolding’ type applied in this study was found statistically meaningful positive effects on?applying solution’ phase. (4) There was no significant differences in the ‘reviewing’ phase, among three different groups that they were provided the three different scaffolding type.

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