Resumen de Exploring the effect of three scaffoldings on the collaborative problem-solving processes in China’s higher education
Fan Ouyang, Zixuan Chen, Mengting Chen, Zifan Tang, Chien-Yuan Su
Collaborative problem-solving (CPS) engages students in solving ill-structured prob‑ lems, creating group knowledge, and developing self-regulation and collaboration skills. Diferent scafoldings, such as minimal-guided, task-oriented, and idea-oriented, can be used to facilitate students’ CPS activities, but their efects have not been com‑ prehensively explored. In this research, we use minimally-guided, task-oriented, and idea-oriented scafoldings to promote Chinese university students’ online CPS activi‑ ties and use a multi-method approach to analyze the efects of three scafolding on collaboration. The results indicate relatively complicated collaborative processes and outcomes supported by three scafoldings. It is initially shown that the idea-centered scafolding strengthens students’ connections between idea contribution, metacogni‑ tive regulation, and knowledge artifact behaviors, which are critical factors for improv‑ ing the CPS quality. Based on the empirical research results, we conclude that future instructional design should carefully consider the educational culture, time constraint, and student regulation to better facilitate CPS practices
