A qualitative analysis of scaffolding use in a resource-based learning environment involving the world wide web

Barbara A. Greene, Susan M. Land

Research output: Contribution to journalArticlepeer-review

93 Scopus citations

Abstract

A qualitative analysis of eighteen college students using different types of scaffolding (instructional supports) while working on a World Wide Web (WWW) project was conducted. Four different support mechanisms were examined: a) WWW resources; b) procedural guidelines for the instructional activity; c) student-student interactions; and d) instructor-student interactions. Three major findings related to use of the WWW as a resource-based learning environment are discussed: a) the utility of scaffolds and WWW resources seem dependent on the ability of learners to readily grasp how the scaffold or resource could help them; b) learners' preconceptions and search strategies were difficult to alter, despite ongoing evidence that searching was not leading to project clarification; and c) social scaffolding based on face to face dialogue with instructors and peers was critical to helping learners manage the complexity of the open-ended project. Implications related to the role of instructional scaffolding in encouraging shared meaning and learning with WWW resources are considered.

Original languageEnglish (US)
Pages (from-to)151-179
Number of pages29
JournalJournal of Educational Computing Research
Volume23
Issue number2
DOIs
StatePublished - Jan 1 2000

All Science Journal Classification (ASJC) codes

  • Education
  • Computer Science Applications

Fingerprint Dive into the research topics of 'A qualitative analysis of scaffolding use in a resource-based learning environment involving the world wide web'. Together they form a unique fingerprint.

Cite this