Scaffolding Learner Autonomy in a Wiki-Supported Knowledge Building Community and Its Implications for Mindset Change

Autor/inn/en	Lin, Chun-Yi; Reigeluth, Charles M.
Titel	Scaffolding Learner Autonomy in a Wiki-Supported Knowledge Building Community and Its Implications for Mindset Change
Quelle	In: British Journal of Educational Technology, 50 (2019) 5, S.2667-2684 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Lin, Chun-Yi)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0007-1013
DOI	10.1111/bjet.12713
Schlagwörter	Scaffolding (Teaching Technique); Personal Autonomy; Communities of Practice; Collaborative Writing; Attitude Change; Knowledge Level; Undergraduate Students; Self Efficacy; Student Motivation; Self Management; Metacognition; Learning Theories + Suchen Sie Ihr Suchwort? Individuelle Autonomie; Community; Attitudinal change; Einstellungsänderung; Wissensbasis; Self-efficacy; Selbstwirksamkeit; Schulische Motivation; Selbstmanagement; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Learning theory; Lerntheorie
Abstract	Prior research has revealed resistance against wiki collaboration in higher education classrooms. Compared with small-group projects, whole-class knowledge building (KB) on a wiki is difficult, given students' lack of similar experiences, which requires scaffolding intersubjectivity and transfer of responsibility. This paper focuses on the second cycle of a design-based research study to develop learner autonomy in wiki-supported KB. A learner autonomy framework guided the re-design of the instructional theory with content from the relevant literature. The theory was implemented in an undergraduate design course to validate and refine the theory. We analyzed the data from observations, wiki content, interviews with the expert instructor and two other instructors and a focus-group interview with students. We found that the KB principles helped students understand KB; and the self-regulation and meta-cognition strategies increased motivation and confidence in KB. From the success of this case, we propose that scaffolding learner autonomy for a wiki-supported KB calls for a change in students' learning mindsets and requires careful instructional design to support the cognitive, behavioral and affective aspects of change to reduce resistance. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01