How the Design of Problem-Solving Prompts Impacts Interaction During Inquiry-Based Learning

• In Event: Understand Design and Technology

Abstract

Research shows that peer interaction requires scaffolding in online inquiry-based learning contexts. However, the research shows that scaffolding design impacts learning outcomes. This study (N = 132) compared the design of two prompts: problem representation and full problem-solving prompts (problem representation, alternatives, justification, evaluation). Discussions were analyzed using the interaction analysis model. Those in the full problem-solving condition were more likely to challenge the assertion of their peers (Phase 2). However, the problem representation condition was more likely to integrate feedback from peers as the interaction progressed (Phase 3). This research offers implications about how the design of prompts affect the malleability of mental models as learners encounter differing perspectives from their peers and their willingness to consider diverse perspectives.

Authors

• Andrew Tawfik, University of Memphis

• Adrie A Koehler, Purdue University

• Jaclyn Gish-Lieberman, The University of Memphis

• Jessica Gatewood, The University of Memphis