Analysis of peer-scaffolding patterns in four phases of problem-solving in web-based instruction

Various peer-scaffoldings in problem-solving have been studied as effective learning strategies in web based instruction and on line discussion. The web-based environment provides a medium for sharing knowledge and resources, which help learners engage in problem-solving and interactive learning. Learners, however, easily feel isolated in web-based environments because of the tremendous amount of resources and visual information that are easily available. In this regard, it is important to seriously consider peer-scaffolding strategies as effective problem-solving strategies. The purpose of the present study is to find patterns of peer-scaffolding that constitute effective problem-solving strategies in web-based instruction. Six participants registered in ‘the major leader training program’ at the National Academy Educational Administrators voluntarily participated in this experiment as part of their coursework. All participants provided their scaffoldings in on-line casual discussions. To collect data from peer group problem-solving interactions in collaborative activities among the six participations, their discourse’s content was analyzed to investigate patterns of peer-scaffolding. The results of this study were as follows: First, the results showed statistically non significant differences in peer-scaffoldings among three dimensions: it showed the highest proportion of peer-scaffoldings in the content dimension, followed by the affection dimension, and finally the strategy dimension. Second, comparing the eight types of scaffolding, the ‘offering praise’ scaffolding was related to the most important scaffoldings for making peers cooperate with each other while they solve problems. Third, considering patterns of peer-scaffolding in the strategy dimension, the ‘maintaining direction’ scaffolding represents a higher proportion of the understanding phase than the ‘assigning role-taking’ scaffolding. Fourth, considering patterns of peer-scaffolding in the content dimension, the ‘offering cue’ scaffolding represents a higher proportion of the solving phase than the other three peer-scaffoldings. Finally, considering patterns of peer-scaffolding in the affection dimension, the ‘inviting participation’ scaffolding represents a higher proportion of the understanding phase than the ‘offering praise’ scaffolding. After reviewing phases, the ‘offering praise’ scaffolding represented a higher proportion than the ‘inviting participation” scaffolding.