The IW-supported group needed less teacher scaffolding in the late problem-solving stage, where nurse and instructor discourse decreased, while scaffolding increased from early to late stage in the TW condition¶

Claim · All claims
Evidence · 1 study · qualitative r3 · q2
Currency · newest study 2010 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Both nurse and instructor discourse decreased in the late stage in the IW condition while the opposite occurred in the TW condition, and the IW group needed less scaffolding than the TW group. → Lu 2010

Evidence¶

Lu 2010¶

Lu, J., Lajoie, S. P., & Wiseman, J. (2010). Scaffolding problem-based learning with CSCL tools. Computer-Supported Collaborative Learning, 5, 283–298. https://doi.org/10.1007/s11412-010-9092-6

q2 · i? · qualitative · r3

Content analysis of discourse functions divided into early and late activity stages, reported with Fig. 3a and 3b in the Results discourse-functions section. The teacher increased rule and domain-knowledge scaffolding early-to-late for TW and decreased it for IW.

"Both the nurse and instructor discourse decreased in the late stage in the IW condition while the opposite was true in the TW condition (see Fig. 3a). As stated earlier, the late stage of problem solving is more complex. It is interesting to note that the group that was supported by IW needed less scaffolding than those in the TW condition."

Discussion¶

Related Claims¶

• Teacher discourse shifted toward creating new challenging situations (NI) and confirming repeats (R) in the interactive-whiteboard condition, versus providing requested information (IR) and clarification questions (Q) in the traditional-whiteboard condition — related
• The teacher increased task complexity in the IW condition by deteriorating the patient's vital signs in response to student actions, and decreased complexity in the TW condition by structuring the task — related