Engaging junior college students in computer-mediated lessons using scaffolding strategies 指導教授： Chen, Ming-Puu 報 告 者： Juan, Hui-Lan 報告時間： Lim, C.P. & Khine, M.S. (2004). Engaging junior college students in computer-mediated lessons using scaffolding strategies. Journal of Educational Media, 29 (2),

Introduction The studies indicated that computers, if properly integrated, provided various learning opportunities for students (Means, 2001). Schools have not been very successful in taking up the opportunities provided by computers in the classroom. Mumtaz (2000) indicated that one of the major problems might be the lack of focus on the pedagogical aspects of computer use in the classroom. This paper discusses one important pedagogical aspect of computer use in the classroom, scaffolding strategies. Focus on how scaffolding strategies are used to engage junior college students in computer-mediated lessons.

Problem of engagement in computer- mediated lessons Land (2000) and Clark and Mayer (2002) identified pitfalls of computer-mediated learning environments with respect to engagement Failure to accommodate the learning process to the targeted students failure to contextualize the learning activities. Students may lack the learning strategies to learn in computer-mediated lessons. Land (2000) identified the cognitive demands of the open learning environment based on supporting evidence perceived from the computer package, the integration of new and prior knowledge and the generation and refinement of questions, interpretations and understanding based on new information.

Scaffolding strategies in computer- mediated lessons Scaffolding in a learning environment is an interactive process where the student is assisted by others (teachers or peers) to acquire knowledge or skill that cannot be acquired without assistance at that point in time. In the context of this study, several scaffolding strategies have been observed that engaged students in computer-mediated lessons: Orienting strategies orienting activities help students to manage learning with computers and focus on the key variables, concepts and visual cues (Cavalier & Klein, 1998; Oliver & Hannafin, 2000). Doing this reduces learner anxiety and allows students to judge for themselves the relevant and important goals of instruction (Overbaugh, 1994). Example: (1)introductory sessions to computer packages (2) advance organizers (3)instructional objectives (4)worksheets and checklists

Scaffolding strategies in computer- mediated lessons Peer interactions Brown and Palincsar (1989) suggest that peer interactions provide students with the means to gauge their own progress. When dialogues among students, some students tend to assume the teacher’s role, they summarize and explain materials to their peers and answer peer’s questions. Other students may assume the role of learner, listen to peer’s summaries of the material, compare what they know with the material being presented by peers. Prompts Question prompts -help students focus attention and monitor their learning through elaboration on the questions asked, the issues discussed or the problem to be solved. Guided reflection –assists students’ reflection so that they will engage in higher order thinking (ex. Problem-solving)

Scaffolding strategies in computer- mediated lessons Modelling Show students how one should feel, think or act within a given situation. Think aloud modelling – the teacher thinks through his understand of a process out loud Talk aloud modelling – the teahcer shows students how to act by talking through the steps of the task as it is completed. Performance modelling – students are simply shown how to carry out a task about the performace. Process modelling – focuses on how an expert’s process of thinking about or solving problems is used as a model for learners learning in the same domain.

Research design and methods Research questions How do orienting strategies direct student attention to key variables, concepts and visual cues? How do peer interactions facilitate cognitive thinking and metacognitive skills? How do prompts promote knowledge integration? How does modelling guide students to generate questions and elaborate thinking? A collective case study North Junior College and South Junior College they were chosen based on their high degree of computer integration reported in a questionnaire sent to Singapore schools The average age of Junior College students is between 16 and 18 years old.

Research design and methods Data from the Observations of computer-mediated lessons 每校觀察 15 堂課 ( 含不同學科 ) Face-to-face interviews with teachers 每校 3 位老師以非結構化形式訪談 Focus group discussion with students 3 groups of 6 students were chosen from each college.

Findings and discussion Orienting strategies a clear direction should be given and the purpose must be clarified. Using a step-by-step direction to explain instructions were usually given to students as handouts or projected onto the screen via the teachers’ computer. Peer interactions Facilitated cognitive thinking and metacognitive skills by creating opportunities for the students to provide explanation, feedback and suggestions to one another, assuming different roles (as students or as teacher) during the instruction.

Findings and discussion Prompts The teachers’ prompts guided the students in completion of the learning tasks by eliciting thoughtful responses, such as explanations and inferences, from students and encouraging them to reflect on the tasks. As a result, students were encouraged to integrate and accommodate new information and relate them to a larger structure. Modelling Modelling provided by the teachers when working through the learning tasks, such as ‘think aloud’, ‘talk aloud’ and process modelling, guided the students to generate questions and think.

Conclusion The study reveals that in order to engage students in computer-mediated lessons, it is essential that teachers employ scaffolding strategies. Certain factors may constrain teachers' implementation of these strategies scaffolding depends upon the teacher’s own pedagogical beliefs it may be difficult to employ scaffolding strategies when teaching large classes since teachers need to constantly observe class activities teachers need experience and training to scaffold activities in computer-mediated lessons.