Scaffolding novice instructional designers' problem-solving processes using question prompts in a Web-based learning environment

Xun Ge, Ching Huei Chen, Kendrick A. Davis

Research output: Contribution to journalReview article

74 Citations (Scopus)

Abstract

The present study investigated the effects of question prompts in scaffolding novice instructional designers solving ill-structured, instructional design problems in a Web-based learning environment. The effects of question prompts were studied under different prompting conditions (Question-Elaboration vs. Question-Guidance), taking into consideration various levels of learners' prior knowledge and experience. The study employed a comparative, multiple-case study design using the technique of think-aloud protocols, which were followed by interviews. Eight graduate students from the program of Instructional Design and Technology participated in the study. While the qualitative findings supported the previous research on the advantages of question prompts in scaffolding ill-structured problem solving, they also shed light on the specific cognitive and metacognitive functions, as well as limitations, of question prompts in different conditions. The study has implications for designing instructional scaffolds for supporting ill-structured problem solving of various domains in a Web-based learning environment.

Original languageEnglish
Pages (from-to)219-248
Number of pages30
JournalJournal of Educational Computing Research
Volume33
Issue number2
DOIs
Publication statusPublished - 2005 Dec 1

Fingerprint

learning environment
graduate
Scaffolds
interview
Students
knowledge
experience
student

All Science Journal Classification (ASJC) codes

  • Education
  • Computer Science Applications

Cite this

@article{fc1b1cb3d07349d7b99a20ca598ecaa4,
title = "Scaffolding novice instructional designers' problem-solving processes using question prompts in a Web-based learning environment",
abstract = "The present study investigated the effects of question prompts in scaffolding novice instructional designers solving ill-structured, instructional design problems in a Web-based learning environment. The effects of question prompts were studied under different prompting conditions (Question-Elaboration vs. Question-Guidance), taking into consideration various levels of learners' prior knowledge and experience. The study employed a comparative, multiple-case study design using the technique of think-aloud protocols, which were followed by interviews. Eight graduate students from the program of Instructional Design and Technology participated in the study. While the qualitative findings supported the previous research on the advantages of question prompts in scaffolding ill-structured problem solving, they also shed light on the specific cognitive and metacognitive functions, as well as limitations, of question prompts in different conditions. The study has implications for designing instructional scaffolds for supporting ill-structured problem solving of various domains in a Web-based learning environment.",
author = "Xun Ge and Chen, {Ching Huei} and Davis, {Kendrick A.}",
year = "2005",
month = "12",
day = "1",
doi = "10.2190/5F6J-HHVF-2U2B-8T3G",
language = "English",
volume = "33",
pages = "219--248",
journal = "Journal of Educational Computing Research",
issn = "0735-6331",
publisher = "Baywood Publishing Co. Inc.",
number = "2",

}

Scaffolding novice instructional designers' problem-solving processes using question prompts in a Web-based learning environment. / Ge, Xun; Chen, Ching Huei; Davis, Kendrick A.

In: Journal of Educational Computing Research, Vol. 33, No. 2, 01.12.2005, p. 219-248.

Research output: Contribution to journalReview article

TY - JOUR

T1 - Scaffolding novice instructional designers' problem-solving processes using question prompts in a Web-based learning environment

AU - Ge, Xun

AU - Chen, Ching Huei

AU - Davis, Kendrick A.

PY - 2005/12/1

Y1 - 2005/12/1

N2 - The present study investigated the effects of question prompts in scaffolding novice instructional designers solving ill-structured, instructional design problems in a Web-based learning environment. The effects of question prompts were studied under different prompting conditions (Question-Elaboration vs. Question-Guidance), taking into consideration various levels of learners' prior knowledge and experience. The study employed a comparative, multiple-case study design using the technique of think-aloud protocols, which were followed by interviews. Eight graduate students from the program of Instructional Design and Technology participated in the study. While the qualitative findings supported the previous research on the advantages of question prompts in scaffolding ill-structured problem solving, they also shed light on the specific cognitive and metacognitive functions, as well as limitations, of question prompts in different conditions. The study has implications for designing instructional scaffolds for supporting ill-structured problem solving of various domains in a Web-based learning environment.

AB - The present study investigated the effects of question prompts in scaffolding novice instructional designers solving ill-structured, instructional design problems in a Web-based learning environment. The effects of question prompts were studied under different prompting conditions (Question-Elaboration vs. Question-Guidance), taking into consideration various levels of learners' prior knowledge and experience. The study employed a comparative, multiple-case study design using the technique of think-aloud protocols, which were followed by interviews. Eight graduate students from the program of Instructional Design and Technology participated in the study. While the qualitative findings supported the previous research on the advantages of question prompts in scaffolding ill-structured problem solving, they also shed light on the specific cognitive and metacognitive functions, as well as limitations, of question prompts in different conditions. The study has implications for designing instructional scaffolds for supporting ill-structured problem solving of various domains in a Web-based learning environment.

UR - http://www.scopus.com/inward/record.url?scp=33745035002&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=33745035002&partnerID=8YFLogxK

U2 - 10.2190/5F6J-HHVF-2U2B-8T3G

DO - 10.2190/5F6J-HHVF-2U2B-8T3G

M3 - Review article

AN - SCOPUS:33745035002

VL - 33

SP - 219

EP - 248

JO - Journal of Educational Computing Research

JF - Journal of Educational Computing Research

SN - 0735-6331

IS - 2

ER -