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dc.contributor.authorSaleh, Asmalina
dc.contributor.authorSilver, Cindy Hmelo
dc.contributor.authorChen, Yuxin
dc.contributor.authorShanahan, Katherine
dc.contributor.authorRowe, Jonathan
dc.contributor.authorLester, James
dc.identifier.citationSaleh, 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.en_US
dc.description.abstractIn 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.en_US
dc.publisherInternational Society of the Learning Sciences, Inc. [ISLS].en_US
dc.titleScaffolding Peer Facilitation in Computer-Supported Problem-Based Learning Environmentsen_US
dc.typeBook chapteren_US
Appears in Collections:ICLS 2018

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