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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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&ac'ground

( Problem solving and higher-orderthinking skills are important learningoutcomes of higher education.

( NC State University Quality EnhancementPlan

( Improving students’ higher-order skills incritical and creative thinking.

( Challenges for large online classes( acilitate higher-order thinking

asynchronously.

( Create an online learning community ofthinkers.

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Online Course Conte)t

( !"S #$%& !omen and "ender in Science and 'echnology

( "eneral Education Program ("EP) U.S. *iversity

Course( +bout $,% 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 0denti1cation !rite a $%%-2ord proposal

about ho2 your group planto approach the task3including the proect topic

and related articles.

Solution "eneration

0mplementation0mplement the interventionby interacting 2ithparticipants.

4egulation4e5ect on proect e6perienceand present to the class.

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Instructional Challenge

( 'eaching and learning problems( Super1cial analysis of gender-related

challenge

( 0ntervention 2ith little interaction or impact

( No peer interaction across groups

( 0nstructional design 7uestion

( o2 can 2e improve students8 higher-orderthinking in proposing a community-basedintervention to address a gender-relatedchallenge/

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Scaffolding Design

( 'echnology sca9olding via "oogle Sitetemplate

( Procedural in7uiry tasks

( "roup collaboration prompts

( :odeling e6amples

( Peer sca9olding via :oodle discussion

forum( Peer revie2 of proposal based on speci1ccriteria

( Peer recommendation for improvement

( 0nstructor sca9olding via :oodle lesson

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*valuation ethods

( Evaluation Question( o2 did the "oogle Site template and peer

interaction in5uence student thinking during

the proposal stage/

( *ata Collection( Conducted student survey at the end of the

proposal stage (N<=>3 ?,@ response rate).

( Collected discussion forum analytics.

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*valuation +esults

oogle Site "em!late( 0t 2as easy for groups to set up their "oogleSite from the template and 2ork on it together.

( >A.B@ reported easy or very easy to set up.

( ==@ reported easy or very easy to edit.( 'he in7uiry steps laid out in the template

guided logical reasoning in developing theproposal.

( =.@ reported brainstorming AD challenges.

( =%.>@ reported e6ploring multiple intervention ideas.

( $%%@ reported elaborating on implementationdetails.

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*valuation +esults

oogle Site "em!late( :odeling e6amples provided helpful resources.( >,@D looked at the problem statement e6ample and

the intervention e6ample.

( ?%@D looked at those e6amples multiple times.( "oogle Site features and collaboration prompts

supported group 2ork. 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.

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*valuation +esults

Peer Interaction( Students actively participated in discussion forum.( +ll groups8 proposal threads received $%-#% replies.

( B%.>@ students made #-A posts ,B@ made BD posts.

( 4evie2ing peers8 proposals 2as helpful.( Student comment& #ome !peers’ proposal ideas" $ere

so impressive that I regret not thinking of them myself.

( Peer feedback prompted improving initial proposal.( B=.A@ reported revising intervention ideas.

( ?>.@ reported revising implementation plan.

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*valuation +esults

Peer Interaction( Peer feedback and earlier group

discussion promoted further collaborationon the proposal.

( "roups that spent A%D minutes discussingchallenges in the beginning 2ere more likelyto revise implementation plan based onfeedback (F#(A)<#$.A$$3 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 over2helmed to form

groups and complete the proposal 2ithinone 2eek.

( Hnline communication posed diIcultiesfor groups to discuss and organiJethoughts.

("roups encountered challenges indistributing the 2ork3 reachingagreement3 and making decisions.

( "oogle Site does not allo2 group

members to edit the same pagesimultaneousl .

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"han' You.

 Kan Shen3 Ph.*.

0nstructional *esigner*epartment of *istanceEducation and ;earning

 'echnology +pplicationsNorth Carolina State UniversityPhone& >$>-,$A-%>?Email& yshen=Lncsu.edu