Exploring Peer Scaffolding Opportunities on Experiential Problem Solving Learning

• Published in: Computational Collective Intelligence. Technologies and Applications pp. 572 - 581
• Main Authors: Lin, Min-Huei, Chen, Ming-Puu, Chen, Ching-Fan
• Format: Book Chapter
• Language: English
• Published: Berlin, Heidelberg Springer Berlin Heidelberg 2013
• Series: Lecture Notes in Computer Science
• Subjects: peer tutoring scaffolding; problem solving; self-explanation; weak-tie
• ISBN: 9783642404948; 3642404944
• ISSN: 0302-9743; 1611-3349
• DOI: 10.1007/978-3-642-40495-5_57

In the problem solving learning of database management and application course, whenever the novice students can follow and perform cannot ensure that they can really understand why they do so. The gaps between doing and knowing may hinder students from solving further database applications problems. So the study conducts the self-explanation prompts to elicit students’ reflection-on-action of problem solving learning tasks. To explore students’ reflective self-explanations, the opportunities for reducing the gaps between doing and knowing emerge and use it to design peer scaffoldings. To achieve appropriate peer tutoring scaffolding, students also need to report their social relationships and peers’ interdependency. The aim of this study is to propose the experiential problem solving learning framework and double-spiral model to provide students with self-explanation prompts and analyze students’ problem solving processes through the human-centered computing system. On the visualized information, teachers play the role of weak-tie to link clusters of students through identifying the weak-tie among clusters emerged from students’ reflection and social relationships data. Based on the selected weak-tie, teachers can recommend peer tutors for students to support their problem solving learning.