scaffolding problem-centered collaborative inquiry in a large online class (254824329)
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8/9/2019 Scaffolding Problem-Centered Collaborative Inquiry in a Large Online Class (254824329)
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Scaffolding Problem-Centered
Collaborative Inquiry
in a Large Online Class
Yan Shen, Instructional Designer
Deena ur!hy, Instructor David "red#ell, $e# edia Develo!er
$orth Carolina State %niversity
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Online Course Conte)t
( !"S #$%& !omen and "ender in Science and 'echnology
( "eneral Education Program ("EP) U.S. *iversity
Course( +ncreased to $,% students per online section
( igher-order learning obectives( Identify and describe a gender-related challenge in
society supported by academic articles.
( Propose and implement an intervention to amelioratethe eects of the gender-related challenge.
( Evaluate and reect on the implementedintervention.
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Problem-Centered Inquiry
Inquiry Task: !hat can you do to impact or createa change on a gender-related challenge/
Inquiry Process Original Project
DesignProblem +denti0cation !rite a $%%-1ord proposal
about ho1 your group planto approach the task2including the proect topic
and related articles.
Solution "eneration
+mplementation+mplement the interventionby interacting 1ithparticipants.
3egulation3e4ect on proect e5perienceand present to the class.
8/9/2019 Scaffolding Problem-Centered Collaborative Inquiry in a Large Online Class (254824329)
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Instructional Challenge
( 'eaching and learning problems( Super0cial analysis of gender-related
challenges
( +ntervention 1ith little interaction or impact
( No peer interaction across groups
( +nstructional design 6uestion
( o1 can 1e improve students7 higher-orderthinking in proposing a community-basedintervention to address a gender-relatedchallenge/
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Scaffolding Design
( 'echnology sca8olding via "oogle Sitetemplate
( Procedural in6uiry tasks
( "roup collaboration prompts
( 9odeling e5amples
( Peer sca8olding via 9oodle discussion
forum( Peer revie1 of proposal based on speci0ccriteria
( Peer recommendation for improvement
( +nstructor sca8olding via 9oodle lesson
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*valuation ethods
( Evaluation Question( o1 did the "oogle Site template and cross-
group peer interaction in4uence student
thinking during the proposal stage/
( *ata Collection( Conducted student survey at the end of the
proposal stage (N;<=2 >,? response rate).
( Collected discussion forum analytics.
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*valuation +esults
oogle Site "em!late( +t 1as easy for groups to set up their "oogleSite from the template and 1ork on it together.
( [email protected]? reported easy or very easy to set up.
( <<? reported easy or very easy to edit.( 'he in6uiry steps laid out in the templateguided logical as 1ell as divergent reasoning.
( <B.B? reported brainstorming @ challenges.
( <%.=? reported e5ploring multiple interventionideas.
( $%%? reported elaborating on implementationdetails.
8/9/2019 Scaffolding Problem-Centered Collaborative Inquiry in a Large Online Class (254824329)
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*valuation +esults
oogle Site "em!late( 9odeling e5amples provided helpful resources.( =,? looked at the problem statement e5ample and
the intervention idea e5ample.
( >%? looked at those e5amples multiple times.( "oogle Site features and collaboration prompts
supported group 1ork. Students commented&( Easy for each of our group members to contribute.
( A great tool to organie !group members’" thoughts.
( I liked the !group" brainstorming and idea making.
8/9/2019 Scaffolding Problem-Centered Collaborative Inquiry in a Large Online Class (254824329)
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*valuation +esults
Cross-rou! Peer Interaction( Students actively participated in discussion forum.( Dll groups7 proposal threads had $%-#% replies.
( A%.=? students made #-@ posts ,A? made A posts.
( 3evie1ing peers7 proposals 1as helpful.( Student comment& #ome !peers’ proposal ideas" $ere
so impressive that I regret not thinking of them myself.
( Peer feedback prompted improving initialproposal.
( A<.@? reported revising intervention ideas.
( >=.B? reported revising implementation plan.
8/9/2019 Scaffolding Problem-Centered Collaborative Inquiry in a Large Online Class (254824329)
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*valuation +esults
Cross-rou! Peer Interaction( Peer feedback and earlier group
discussion promoted further collaborationon the proposal.
( "roups that spent @% minutes discussingchallenges in the beginning 1ere more likelyto revise implementation plan based onfeedback (F#(@);#$.@$$2 pG.%$).
( Student comment& At our ne%t groupmeeting& $e $ill go over all the feedback andad'ust !the proposal" as necessary.
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*valuation +esults
Challenges( Students felt over1helmed to complete
all the proposal activities 1ithin one1eek.
( Hnline communication posed diIcultiesfor groups to discuss and organiJethoughts.
("roups encountered challenges indistributing the 1ork2 reachingagreement2 and making decisions.
( "oogle Site does not allo1 group
members to edit the same pagesimultaneousl .
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"a'ea#ay Design Strategies
( Provide step-by-step instructions andguidance.
( o1 to set up and use "oogle Site.
( o1 to identify problem and generatesolution plan.
( Use "oogle Site along 1ith collaborationprompts to support group 1ork.
( "oogle Site provides collaboration space.
( Prompts suggest 1hen and ho1 tocollaborate.
( Elicit constructive peer feedback byivin s eci0c revie1 criteria ali ned
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+ecommendations for
Im!lementation( *istribute activities to multiple 1eeks.( !eek $& orm groups and create "oogle Site.
( !eek #& Complete in6uiry steps and tasks.
( !eek @& 3evie1 peer groups7 1ork.
( acilitate communication andcollaboration.
( Dssist forming groups online.( Keep group siJe small.
( Provide tools and strategies for meetingonline.
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"han' You.
Lan Shen2 Ph.*.
+nstructional *esigner*epartment of *istanceEducation and :earning
'echnology DpplicationsNorth Carolina State UniversityPhone& =$=-,$@-B%=>Email& yshen<Mncsu.edu