Effects of online collaborative learning with scaffolding in multiple STEM courses based on results from three consecutive-year implementation

Abstract

This paper presents results from analysis of data accumulated from implementation of scaffolding for online collaborative learning in STEM courses through a Learning Management System (LMS) in three consecutive years. Students in a variety of STEM courses were randomized into four-member teams and required to participate in collaborative learning through online discussion boards in LMS. General instructions and different levels of scaffoldings or interventions were provided online via LMS to different teams, which required students to collaboratively learn course contents and solve the assigned problems. Students' collaborative learning processes and outcomes were measured using self-report questionnaires and Concept Inventory related to course subjects. Two previously published ASEE conference papers have presented details of the proposed scaffolding and implementation procedures for online collaborative learning and reported findings based on data collected from the one-year implementation through group e-mail and LMS respectively. This paper presents results from analysis of data accumulated from implementation of the scaffolding for online collaborative learning through the online LMS - Blackboard in three consecutive years. Results show that students with both social and cognitive scaffolding have the largest knowledge gains and the most engagement in both social and cognitive processes of their collaborative learning, followed by students with only social scaffolding and students with only cognitive scaffolding in terms of building consensus in the social processes, while students without any scaffolding only outperform others in terms of externalization and elicitation of the social processes. With comparable prior learning achievement or disposition, students with scaffolding outperform those without any scaffolding in terms of their knowledge gains through online collaborative learning, indicating the beneficial impact of the scaffolding for online collaborative learning. Nevertheless, it is also found that students with higher prior learning achievement may achieve more desirable learning outcomes even without the implemented scaffolding than those with poor prior learning dispositions with the scaffolding. Finally, further research directions are also discussed.