A Qualitative Analysis of Scaffolding Use in a Resource-Based Learning Environment Involving the World Wide Web
- 1 September 2000
- journal article
- Published by SAGE Publications in Journal of Educational Computing Research
- Vol. 23 (2), 151-179
- https://doi.org/10.2190/1gub-8ue9-nw80-cqad
Abstract
A qualitative analysis of eighteen college students using different types of scaffolding (instructional supports) while working on a World Wide Web (WWW) project was conducted. Four different support mechanisms were examined: a) WWW resources; b) procedural guidelines for the instructional activity; c) student-student interactions; and d) instructor-student interactions. Three major findings related to use of the WWW as a resource-based learning environment are discussed: a) the utility of scaffolds and WWW resources seem dependent on the ability of learners to readily grasp how the scaffold or resource could help them; b) learners' preconceptions and search strategies were difficult to alter, despite ongoing evidence that searching was not leading to project clarification; and c) social scaffolding based on face to face dialogue with instructors and peers was critical to helping learners manage the complexity of the open-ended project. Implications related to the role of instructional scaffolding in encouraging shared meaning and learning with WWW resources are considered.Keywords
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