Scaffolding students’ problem-solving processes in an ill-structured task using question prompts and peer interactions

2003 ◽  
Vol 51 (1) ◽  
pp. 21-38 ◽  
Author(s):  
Xun Ge ◽  
Susan M. Land
Keyword(s):  
Problem Solving ◽  
Peer Interactions ◽  
Question Prompts

Conversational Interactions between Mothers and Learning-Disabled or Nondisabled Children during a Problem-Solving Task

1984 ◽  
Vol 49 (1) ◽  
pp. 64-71 ◽  
Author(s):  
Tanis Bryan ◽  
Mavis Donahue ◽  
Ruth Pearl ◽  
Allen Herzog
Keyword(s):  
Problem Solving ◽  
Peer Interactions ◽  
Learning Disabled ◽  
Disabled Children ◽  
Conversational Style ◽  
Conversational Interactions ◽  
Problem Solving Task

This study focused on mother-child interactions during a problem-solving task to determine whether (a) mothers of learning-disabled children engage in conversational buffering to facilitate their child's participation in the task, and (b) whether learning-disabled children differ from nondisabled children in their use of language with their mothers. The results of this study provide some evidence that mothers of both learning-disabled and nondisabled children engage in conversational buffering, although there were few differences between the mothers of the learning-disabled and nondisabled children. Differences between learning-disabled and nondisabled children showed that the learning-disabled were more likely to agree with and less likely to disagree with their mothers than were the nondisabled children. These findings provide some evidence of maternal conversational buffering and suggest that learning-disabled children's previously reported unassertive conversational style in peer interactions extends to talk with their mothers.

An entrepreneurial way of engaging student entrepreneurs at business school during pandemic

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Yogesh Brahmankar ◽  
Madhura Bedarkar ◽  
Mahima Mishra
Keyword(s):  
Problem Solving ◽  
Business School ◽  
Peer Interactions ◽  
Well Being ◽  
Problem Analysis ◽  
Group Discussions ◽  
Content Type ◽  
Student Entrepreneurs ◽  
Challenging Situation ◽  
The Right

Purpose The purpose of this study is to understand the challenges faced by the higher educational institutes in imparting entrepreneurial education during the COVID-19 pandemic and to explore the institutional response to handle the difficulties posed by COVID-19 through innovative educational initiatives. Design/methodology/approach To understand the challenges faced, data was collected from entrepreneurship students and entrepreneurship educators through focus group discussions. The study followed Kitzinger (1995) as data was analyzed in its entirety as a group and then individually. Groups and individuals were the focus of the analysis. The study applies the Kepner Trego problem analysis technique (KPTA) as the problem-solving technique adopted by the institute and SAP-LAP (situation, actor, process, learning, action, performance) to discuss the findings of the study. Findings The study found that to engage, encourage and enable students to study on their start-up/business ideas; it is important to facilitate peer interactions, internships in start-ups and meaningful engagement with alumni entrepreneurs. Some proactive interventions are also expected from institutes to energize the student community with positivity. It is also important to nurture the emotional well-being of budding entrepreneurs. Research limitations/implications The case study narrates the innovative and agile problem-solving approach of the business school during the pandemic. KPTA focuses more on appreciative dialogue and also helps to replicate the best from other situations to the problem areas. SAP-LAP method also helps practitioners to initiate the right new actions with targeted performance. Practical implications As a greater number of academic institutions impart entrepreneurship education today, the findings of the study would be relevant to the stakeholders, including students, educators and institutes. Social implications The study underpins the importance of the emotional well-being of entrepreneurs/student entrepreneurs and an innovative approach to keep the student moral high during such a challenging situation. Originality/value It is an ongoing exercise at a business school where the challenges were identified, analyzed and solutions were implemented using a structured methodology such as focused group discussions, KPTA and SAPLAP. The innovative initiatives not only engaged the student well but also were able to ensure their emotional well-being.

scholarly journals Scaffolding Novice Instructional Designers' Problem-Solving Processes Using Question Prompts in a Web-Based Learning Environment

2005 ◽  
Vol 33 (2) ◽  
pp. 219-248 ◽  
Author(s):  
Xun Ge ◽  
Ching-Huei Chen ◽  
Kendrick A. Davis
Keyword(s):  
Instructional Design ◽  
Problem Solving ◽  
Learning Environment ◽  
Design And Technology ◽  
Instructional Designers ◽  
Web Based ◽  
Question Prompts ◽  
Web Based Learning ◽  
Multiple Case ◽  
Structured Problem Solving

The present study investigated the effects of question prompts in scaffolding novice instructional designers solving ill-structured, instructional design problems in a Web-based learning environment. The effects of question prompts were studied under different prompting conditions (Question-Elaboration vs. Question-Guidance), taking into consideration various levels of learners' prior knowledge and experience. The study employed a comparative, multiple-case study design using the technique of think-aloud protocols, which were followed by interviews. Eight graduate students from the program of Instructional Design and Technology participated in the study. While the qualitative findings supported the previous research on the advantages of question prompts in scaffolding ill-structured problem solving, they also shed light on the specific cognitive and metacognitive functions, as well as limitations, of question prompts in different conditions. The study has implications for designing instructional scaffolds for supporting ill-structured problem solving of various domains in a Web-based learning environment.

Bridging Learning Gap Through Peer-to-Peer Information Exchange in a Flat Environment

2015 ◽  
Author(s):  
Madhumitha Ramachandran ◽  
Zahed Siddique ◽  
Gül E. Okudan Kremer ◽  
Firas Akasheh
Keyword(s):  
Problem Solving ◽  
Learning Environment ◽  
Learning Community ◽  
Information Exchange ◽  
Peer Interactions ◽  
Peer To Peer ◽  
Phase Iii ◽  
Instructional Video ◽  
Learning Gap ◽  
Develop Technology

In this paper, we present a technology assisted flat learning environment, Teaching to Learn (TeatoL), where all participants have dual roles as students and instructors. The main objective of this work is to investigate how peer-to-peer information exchange aids in bridging knowledge gap in a flat-learning environment. We present our TeatoL implementation that was developed to enhance ill-structured problem solving skill along with its assessment. The participants in the learning environment were given an open design problem related to sheet metal forming. A short lecture about 35 minutes (Phase 0) was given and then student teams were asked to make an instructional video (Phase I) describing their approach for solving the open-ended problem. The videos were viewed by peers, using their computers and mobile devices. The students then critiqued and provided feedback on the posted videos (Phase II). The final step of the process had students write short reports on their problem solving approach (Phase III) that was modified based on peer-to-peer interactions. Student learning in all three phases was assessed to understand the effects of different modes of learning in TeatoL. Our findings indicate that TeatoL is an effective flat online learning environment. Correlation analysis suggests that learning gains are dependent on the level of knowledge on the topic for the learning community (class) and the number of meaningful comments provided by peers. The findings from this work can be utilized to develop technology based online peer learning environments to improve learning outcomes through active collaborative learning. Such an environment can be particularly useful for open course delivery.

Learning Disabled Children's Peer Interactions during a Small-Group Problem-Solving Task

1981 ◽  
Vol 4 (1) ◽  
pp. 13-22 ◽  
Author(s):  
Tanis Bryan ◽  
Mavis Donahue ◽  
Ruth Pearl
Keyword(s):  
Decision Making ◽  
Problem Solving ◽  
Small Groups ◽  
Group Decision ◽  
Peer Interactions ◽  
Learning Disabled ◽  
Disabled Children ◽  
Group Problem ◽  
Group Problem Solving ◽  
Problem Solving Task

Learning disabled children in grades three through eight participated in a problem-solving task requiring group decision making. An analysis of group choices indicated that the independently made choices of learning disabled children were less likely to be among the group's final choices. Analyses of the children's communication patterns revealed that learning disabled children were less likely to disagree with classmates, less likely to try to argue for their choices, and more likely to agree with their peers. In addition, learning disabled children were found to be less likely to engage in “conversational housekeeping” than nondisabled children. Hence, learning disabled children were less persuasive than nondisabled children, apparently as a result of their assuming a submissive, deferential role when interacting with small groups of peers.

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