Design And Practice Of Online Learning Scaffolding Based On Constructive Use Of Multiple Document

In recent years,with the development of technology,computer-supported collaborative learning(CSCL)has become a topic of concern to many scholars in the field of educational technology and learning science.In the multiple documents network environment,the challenge of online learning is increasingly focused on how to cultivate learners' ability to retrieve and use resources effectively.The effective use of multiple documents is not only an important issue in learning science research,but also a problem to be solved by learners in CSCL using information for knowledge building practice.In order to argue this,this study designed the individual learning scaffolding and collaborative learning scaffolding based on the Constructive Use of Authoritative Information Principle and Multiple Informational Trace Model,chooses KF as the platform which students knowledge building activities are mainly reflected by dialogue.The qualitative research with 30 participants who are undergraduates from a university in Shanghai last nine weeks.During teaching practice,teacher makes specific learning rules and discussion tasks,uses learning scaffolding to guide students learning.This Study has shown that the learning scaffolding based on constructive use of multiple informational can improve students autonomous and collaborative learning ability.Learners are able to construct collective knowledge through constructive use of information resources and collaborative discussion,which reflects the deep understanding of the literature and deep level of thinking characteristics in the discussion.The multiple informational learning scaffolding is conducive to the post interaction of students,can promote the frequency of discussion and participation of students,and can improve the enthusiasm of online discussion and cultivate the sense of collective participation.At the same time,the students effect of knowledge construction in online learning is improved.