Abstract
To scaffold students’ wiki-based, ill-structured problem solving in an online environment, the author designed conceptual, metacognitive, procedural, and strategic scaffolds. Using mixed methods research, this study explored the effectiveness of the scaffolds and the use of wikis in the ill-structured problem solving process. Data were collected from multiple sources, including surveys, virtual observations, project-related documents and postings in Blackboard, e-mails, and group wiki pages. The findings of this study suggest that soft scaffolding is necessary, especially for conceptual guidance, to effectively support students’ ill-structured problem solving. The hard, metacognitive scaffolds provided in the course not only supported student groups’ planning, monitoring, and evaluation in their illstructured problem solving processes, but also helped the instructor provide tailored conceptual, metacognitive, and strategic scaffolding.
The immersion of web technologies into the classroom is undeniable. Given the current state of progression, as web technologies emerge classrooms attempt to force fit them into implementation before new incantations are created specifically for an educational setting. This process is necessary because it can be thought of as beta testing in order to identify and remove deficiencies. Wikis are one of the iconic pillars of the web 2.0 movement, and constructivist educators are flocking to the use them in classes; however, from the literature I’ve read students have put up quite a fight in regard to having wikis as a classroom tool. At first glance a wiki would seem to be a fantastic tool based on many of the practices we’ve read in class such as being participatory and collaborative. But the obstacles that arise with the implementation of wikis seem to overshadow the benefits. The article is a text discussing the establishment of a support system for moving students from web 1.0 technologies.
Web 1.0 technologies can be correlated to lecture based systems where the dissemination of information in a single-directional fashion was the goal. Web 2.0 on the other hand is centered around networks and the collaboration of knowledge to create a single-bodied entity. Where this becomes problematic is the transition from individual work to the format becoming inherently group-oriented. The article provides research and insight into methods of bridging the switch to web 2.0 which hold a much greater range of capabilities for students. I believe more research into the implementation of web technologies needs to be done in order to create a working paradigm of how technologies are to be utilized by classrooms to facilitate learning instead of dictate and restrain it.
I shall definitely be downloading and reading a copy of this article, as I am working with wikis and first-year students at the moment, and would really like to see the results of this research and the recommendations from it.