A Study of Design and Development of Metacognitive Scaffolding for Online Inquiry Module

• Main Authors: En-Tzu Wu, 吳恩慈
• Other Authors: Ya-Ping Huang
• Format: Others
• Language: zh-TW
• Published: 2009
• Online Access: http://ndltd.ncl.edu.tw/handle/75346699951432258055

碩士 === 淡江大學 === 教育科技學系碩士班 === 97 === Online inquiry learning is popular nowadays. Though students can reach plenty of information through internet, many of them have difficulties to analyze and integrate information which they navigate on the web. Learning through the web often causes the problems of lacking efficiency and learning effects. Some scholars mentioned that meta-cognition is important during the process of online inquiry learning, because the ability of meta-cognition is helpful to analysis, integration and application of information. This study develops an Online Inquiry Meta-cognition Scaffolding (OIMS) module to help analyze and integrate information while during the online inquiry learning process. This study utilizes Design-Based Research to design and develop a scaffolding module, and evaluation is executed as well. In this study, two experts and three students are invited to evaluate the first edition of the module. Based on evaluation results, second edition of this module had produced, and then three students are invited to evaluate the second edition. This study found out that OIMS not only can help learners to set the search goal before they start searching the information, but can also help learners read the information more carefully. There are some suggestions proposed for future studies. First, quantitative research is suggested for measuring the effect of meta-cognition scaffolding. Second, the traditional analysis of online inquiry learning may not suitable to the e-learning 2.0 generation since the way they utilize information is quite different with the people before the 2.0 era. Finally, the technology of web 2.0 can help virtual communities construct knowledge better. It will be interesting to investigate the virtual community’s meta-cognition process during their social communication and learning processes.