Design Of Scaffolds For Cognitive Conflict Regulation In Online Collaborative Knowledge Integration

The quality of online collaborative learning depends on the design and organization of online collaborative learning.Collaborative knowledge integration(CKI)provides a clear process structure and goal orientation for online collaborative learning,which can guide learners to conduct viewpoint interaction and achieve group-level coherent understanding and individual-level cognitive development.Cognitive conflict is the core driving force that promotes the process of CKI.It can stimulate individuals to re-examine and adjust their views and stimulate groups gradually reach consensus in the process of conflict resolution.However,students often resolve cognitive conflicts in inappropriate ways.Existing studies often use communication rules and collaborative dialogue scripts to support collaborative members to resolve cognitive conflicts,but such interventions are often provided to learners before CKI,which lack of adaptability.The theory of regulated learning believes that challenges in leaning,such as cognitive conflicts,may create opportunities for regulation to occur.Therefore,it is feasible to design regulation scaffolds to support students to monitor cognitive conflicts in online CKI.However,there have been few studies on regulation scaffolds that focus on how to regulate cognitive conflicts.Based on the above background,the research question is that how to design regulation scaffolds to facilitate learners to resolve cognitive conflicts in online CKI,which is divided into the following three sub-questions:1.What are the design framework,principles and strategies of the cognitive conflict regulation scaffolds in online CKI?2.How to iterate regulation scaffolds based on the above design framework,principles and strategies?3.Do regulation scaffolds promote the process of resolving cognitive conflicts and outcomes of CKI?This study followed the design-based research method,which takes 59 junior students majoring in educational technology from a university in East China as the research object,takes the "Educational Technology Research Methods" course based on the CKI teaching method as the course context,and uses We Chat and shimo.im as the course context.Under the guidance of DBR,this study consisted of three parts,namely the construction of design framework,iteration and summary evaluation of the effect examination of regulation scaffolds.In the part of construction of design framework,the conditions that need to be satisfied when cognitive conflict drives collaborative knowledge integration and the process of cognitive conflict regulation in collaborative knowledge integration are analyzed theoretically,so as to generate the types of regulation scaffolds required.In the practical problem analysis,the interview method is used to obtain and analyze problems and Zone of proximal development when resolving cognitive conflicts in CKI;in the iterative phase of the regulation scaffold,this study carried out three rounds of design and iteration.And each iteration is based on three parts.The first is to use observation and interview method to obtain and analyze the problems and feedback of students when using the regulation scaffolds;The second is to collect the audio of the whole process of group collaborative dialogue,using a variety of learning analysis techniques to evaluate the cognitive conflict resolution process;The third is to collect assignments to evaluate the outcome of CKI.Based on these three parts,the regulation scaffolds were iterated until they reached a relatively ideal state.In the stage of summary evaluation of the effect of the adjustment stent,firstly compare the cognitive conflict resolution process and the after-effects of the three rounds of implementation as a whole,and then analyze the learner’s behavior after using each regulation scaffold,and summarize the application effect of each regulation scaffold.This research mainly draws the following conclusions:First,the design of regulation scaffolds is determined by the cognitive conflict regulation process and the proximal development zone in CKI.The regulation process consisted of four stages,namely,conflict attention,conflict monitoring,conflict resolution and conflict reflection,corresponding to four types of regulation scaffolds.Second,the timing,design principles and strategies,and implementation forms should be considered in the design of the regulation scaffolds.In particular,the design principle of conflict attention regulation scaffold is to guide the group members to elicit cognitive preparation and pay attention to the cognitive conflicts in priori viewpoints;The design principle of conflict monitoring regulation scaffold is to combine the subjective and objective assessment to guide members to monitor cognitive conflicts;The design principle of conflict resolution regulation scaffold is to support members to apply adaptive strategies based on the cognitive conflict resolution process;The design principle of conflict reflection regulation scaffold is to support members to reflect on the process and results of cognitive conflict resolution.Third,this study verifies the effectiveness of regulation scaffold.In terms of the cognitive conflict resolution process,the participation and balance in conflict resolution have increased significantly from round to round;the frequency of inappropriate conflict resolution methods such as avoiding,forcing,and accommodation is significantly decreased from round to round.The frequency of integration conflict resolution methods has increased significantly from round to round;the sub-sequences of conflict resolution behaviors that exhibit inappropriate conflict resolution continue to decrease,and the sub-sequences of appropriate and conflict resolution behaviors continue to increase.From the perspective of the after-effects of cognitive conflict resolution,the individual and group knowledge integration level scores increase round by round,but it is not significant.