Ak, S. s. (2016). The role of technology-based scaffolding in problem-based online asynchronous discussion. British Journal Of EducationalTechnology, 47(4), 680-693.
Ak (2016) undertakes a study using quasi-experimental research design. In her study, she discourses the argument that a problem based learning (PBL) strategy can achieve its taxonomy through technology-based scaffolding in an asynchronous environment. She further argues that a PBL strategy can provide a learning scaffold when employing message labels and sentence openers within the construct of a well-structured theoretical framework.
Ak (2016) tested her theoretical framework and assigned sixty (60) undergraduate students to three (3) different groups. One group posted prescribed message labels. The second group posted sentence openers. The third group received no message labels or sentence open scaffolds. In the findings, she noted both message labels and sentence openers (p > .05) offered an effective strategy and outcome in an asynchronous and technology-based environment. The third or controlled group did not do as well as the first or second group (p < .05). The population of 60 is not generalizable or reliable, however, Ak (2016) discourses a theoretical framework that could be of validity if it presented a larger population comprised of a global environment.
Ak (2016) adds to the scholarly body of knowledge and foundational learning sciences in a respective technology-based and asynchronous environment. She leverages the constructivist debate on learning in a well-structured domain and an ill structured domain (ISD). She presents a hybrid approach that adds to both ISD and WSD arguments. Her quasi-experimental research design outweighs anecdotal or opinionated evidence. My interest is further research on educational technology in a technology based or asynchronous environment on how to globally import or export “safe” US consumer-related products or “safe” US agricultural-related products to and from US territory.
Educational technology, scaffolding, constructivist, WSDs, ISDs, situativity, asynchronous, synchronous, online education, distant learning and new learning science.