웹기반 프로젝트중심학습 환경에서 과제해결능력을 촉진시키는 스캐폴딩 설계모형 개발 연구 = Development of Scaffolding Design Model for Supporting Learners` Task Performing in an Online Project-based Learning Environment

다국어 초록 (Multilingual Abstract)

The purpose of this study is to develop and validate a scaffolding design model for supporting learners to support a given task-solving in project-based learning in an online learning environment. The scaffolding design model was developed through the following procedures; 1) designing the scaffolding in online project-based learning, 2) developing the 1st scaffolding design model for supporting learners`` successful performing task based on the collected data by designing scaffolding, 3) getting the expert review and interviewing with learners experience of scaffolding, 4) developing the final scaffolding design model based on the results of validation. The scaffolding design model consist of four layers: (1) designing online project-based learning, (2) designing scaffolding, (3) implementing the project-based learning embedded with the designed scaffolding, and (4) evaluating the scaffolding. Four layers show various elements and activities that have to be considered to design the scaffolding. First, ‘designing online project-based learning’ phase includes ‘learner analysis’, ‘contents analysis and developing the form of output as a task’, ‘develop the evaluation plan’, and ‘developing an online community’. Second, ‘designing scaffolding’ phase includes ‘identifying the learners`` difficulties with the given project’, ‘deciding the categories of scaffolding’, ‘setting the types of scaffolding’, and ‘figuring out the way of providing the scaffolding’. Third, ‘implementing the project-based learning embedded with the designed scaffolding’ phase includes ‘leaners`` planing the project’, ‘learner``s exploring and analysing the resources’ and ‘learners`` solving the project’, ‘instructor``s monitoring’, and ‘instructors`` providing scaffolding’. Fourth, ‘evaluating the scaffolding’ includes ‘evaluating on the process of scaffolding design’, ‘evaluating on the process of scaffolding use’, and ‘evaluating on the results as task-solving’. The results of verification were on average rate of 4.3 out of 5.0. All of the CVI and IRA were over 0.8. These results confirm that the scaffolding design model was both reliable and valid. The suggested model in this study is expected to be used to design scaffoldings in online learning environments.

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