Please use this identifier to cite or link to this item: https://repository.isls.org//handle/1/862
Title: Scaffolding Peer Facilitation in Computer-Supported Problem-Based Learning Environments
Authors: Saleh, Asmalina
Silver, Cindy Hmelo
Chen, Yuxin
Shanahan, Katherine
Rowe, Jonathan
Lester, James
Issue Date: Jul-2018
Publisher: International Society of the Learning Sciences, Inc. [ISLS].
Citation: Saleh, A., Silver, C. H., Chen, Y., Shanahan, K., Rowe, J., & Lester, J. (2018). Scaffolding Peer Facilitation in Computer-Supported Problem-Based Learning Environments . In Kay, J. and Luckin, R. (Eds.) Rethinking Learning in the Digital Age: Making the Learning Sciences Count, 13th International Conference of the Learning Sciences (ICLS) 2018, Volume 3. London, UK: International Society of the Learning Sciences.
Abstract: In this study, we explore the forms of expert-like facilitation that are adopted by students in the context of a collaborative game-based learning environment centered on an ecological problem. Utilizing a case study approach, we examined four focus group discussions with middle school students (N=10) to explore the nature of peer facilitation in CSCL group processes to better inform our design iterations. Peer mediated feedback (Walker, Rummel, & Koedinger, 2009) can be supported by including simple prompts and further supported by attending to an activity system (Kaptelinin & Nardi, 2012), which includes the software system and classroom context to support student facilitation. Put differently, the ontology of CSCL group processes must consider different group formations to scaffold student facilitation and learning.
URI: https://doi.dx.org/10.22318/cscl2018.1831
https://repository.isls.org//handle/1/862
Appears in Collections:ICLS 2018

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