Design And Application Of Scaffolding For Improving Collective Cognitive Responsibility In CSCL Environment

Group discussion is an important part of online collaborative learning.However,there are some problems in the current online group discussion,such as infrequent interaction and in-depth dialogue.Improving the collective cognitive responsibility can make learners participate in collaborative learning more actively,pay attention to the views of team members,and build community knowledge together.Previous studies have shown that scaffolding can gradually transfer learning responsibility from teachers to students.Based on this,four types of scaffolding were designed to improve the learners’ collective cognitive responsibility.Based on the Scaffolding Theory of Collaborative Learning and Knowledge Building Theory,5 scaffoldings such as "group discussion learning contract","concept map of collective cognitive responsibility","dialogue type and speech rules","online discussion reflection table" and "the social network chart of online discussion participation" were designed.The blackboard platform(BB platform for short)was used as the online discussion platform.The research adopts the method of case study.33 senior undergraduates participated in the research while taking a 6-week educational technology research methods course.In this study,the text data,questionnaire and interview data of students’ online discussion are collected.Using social network analysis,content analysis and statistical analysis,the performance of three dimensions of collective cognitive responsibility is analyzed.The research shows that the online learning scaffolding designed in this study can improve the collective cognitive responsibility of learners in cognitive dimension,emotional dimension and behavioral dimension.With the help of the scaffolding,students read and built on each other’s contributions more frequently,and participated in the discussion more equally.And the use of scaffolding can also improve the cognitive complexity and scientific complexity of learners’ ideas,so as to carry out a higher level of knowledge construction dialogue.