A Study on the Difference in Communication Patterns according to Scaffolding Types in a Web-based Collaborative Learning

This study aims to investigate the difference in the content of message and communication patterns according to scaffolding types in a web-based collaborative learning. Recently collaborative problem solving ability has become an important skill in this complex information era. For this reason, collaborative problem solving, as an instructional strategy, has been applied to the field of education which is shifting to learner-centered learning and socio-cultural learning environment. Collaborative problem solving learning is a learnercentered learning strategy that learners share information and solve problems while participating in group activities. The success of group activity leads to successful learning. Especially in this context, learners who lack of metacognition knowledge in problem solving often find difficulty in solving problems and scaffolding is one of the solutions. Scaffolding is a guidance from an expert for learners and supports learners to accomplish their tasks that they are not able to finish by themselves. In this study, two types of scaffolding, supportive and reflective scaffolding were provided to groups, and it was predictable that each of them has a different effect on collaborative problem solving process. Therefore, this study analyzes the content of message and the communication patterns within the group to make comparison between the groups that provided with supportive scaffolding and reflective scaffolding. Based upon the purpose of study, research questions are: 1. Is there a difference in message content between two groups? 2. Is there a difference in communication patterns between two groups? The participants were 169 college students who were enrolled in educational methodology and educational technology course in South Korea. Their background was diverse in age and nationality, sophomore to graduate students and mostly Koreans but some foreign students. They were randomly assigned to a group of three to five for group task and asked to participate online. The task was to submit a teaching plan document. It went through for three weeks in web-based board. Supportive scaffolding and reflective scaffolding were provided twice in online board. For data analysis, 52 teams who participated in 3 weeks of online group activity (supportive scaffolding: 23 teams, reflective scaffolding: 29 teams) were selected as a final participants. After 3 weeks of online group activity is done, analyses of content of group message and communication pattern were conducted. Message content was analyzed by decision making model from Functional Category System (Poole & Holmes, 1995). At first, all the messages were divided into sentences and then each sentence was classified by 6 categories of function. Then the number of function was counted to answer to research question 1. Similarly, the same tool was used to count communication pattern. For the result, analyses of content of group message and communication pattern are being conducted by FCS. It is predictable that there are differences in message content and communication pattern according to scaffolding types. In other words, message content and communication pattern depends on the type of scaffolding. Based on the results, a conclusion can be drawn that if instructors have information on how learners participate in group activities, they are able to establish instructional strategies to facilitate collaborative problem solving process and successful achievement by providing appropriate type of scaffolding.