January 2024, Volume 27, Issue 1
Special Issue on "Designing microlearning for how people learn"
Guest Editor(s): Joseph Rene Corbeil and Maria Elena Corbeil
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Wen-Lung Huang, Liang-Yi Li and Jyh-Chong Liang
Department of Communication, Fo Guang University, Yilan, Taiwan // email@example.com
Program of Learning Sciences, Institute for Research Excellence in Learning Sciences, National Taiwan Normal University, Taiwan // firstname.lastname@example.org
Program of Learning Sciences, Institute for Research Excellence in Learning Sciences, National Taiwan Normal University, Taiwan // email@example.com
The purposes of this study were to explore students’ learning performance, knowledge construction, and behavioral patterns in computer-supported collaborative learning (CSCL) online discussions with/without using Form+Theme+Context (FTC) model guidance scaffolding in visual imagery education. In the online learning activities, the control group did not use the FTC model guidance scaffolding, while the experimental group did. This study employed quantitative content analysis and sequential analysis to investigate the discussion content and behavioral patterns of 63 students from a private university in Taiwan during online discussion learning activities. Results showed that the learning performance of the students in the experimental group outperformed that of students in the control group. Moreover, the study revealed that the two groups of students were primarily sharing or comparing information during discussion. More behaviors of exploring opinions and concepts and communicating or constructing knowledge among group members were observed in the experimental group. Secondly, students in the experimental group participated more in knowledge construction than did students in the control group, and their behavioral patterns were more diverse. Accordingly, this study shows that incorporating the FTC model into learning with sufficient guidance from the instructor could be useful for improving students’ visual imagery analysis abilities.
Behavior analysis, Computer-supported collaborative learning, Knowledge construction
Cite as:Huang, W.-L., Li, L.-Y., & Liang, J.-C. (2024). Exploring learners’ learning performance, knowledge construction, and behavioral patterns in online asynchronous discussion using guidance scaffolding in visual imagery education. Educational Technology & Society, 27(1), 1-17. https://doi.org/10.30191/ETS.202401_27(1).RP01
Submitted December 6, 2022; Revised March 24, 2023; Accepted April 17, 2023; Published May 12, 2023
Special Issue Articles
Guest Editorial: Designing microlearning for how people learn
Joseph Rene Corbeil and Maria Elena Corbeil
Starting from Volume 17 Issue 4, all published articles of the journal of Educational Technology & Society are available under Creative Commons CC-BY-ND-NC 3.0 license.