Understanding Learners’ Challenges and Scaffolding their Ill-structured Problem Solving in a Technology-Supported Self-Regulated Learning Environment

Victor Law, Xun Ge, Kun Huang

Research output: Chapter in Book/Report/Conference proceedingChapterpeer-review

8 Scopus citations

Abstract

The purpose of this chapter is to understand learners’ challenges in ill-structured problem solving and identify effective strategies and tools to scaffold their problem-solving processes. The following goals serve to organize the chapter: (1) presenting an updated expert model of ill-structured problem solving based on a critical synthesis of ill-structured problem-solving literature, (2) identifying learner challenges in the ill-structured problem-solving processes by comparing their performance with the expert model, (3) proposing a scaffolding framework with strategies and tools to address various learner challenges. The scaffolding strategies and tools will be discussed in two parts: designing a learning environment with hard scaffolding strategies and tools to address key challenges encountered by learners and facilitating learners’ problem-solving processes through soft scaffolding provided by the teacher/expert and peers. It is hoped that this chapter will shed light on instructional design and classroom practice in supporting learners’ endeavor to solve ill-structured problems.

Original languageEnglish
Title of host publicationHandbook of Research in Educational Communications and Technology
Subtitle of host publicationLearning Design: Fifth Edition
Pages321-343
Number of pages23
ISBN (Electronic)9783030361198
DOIs
StatePublished - Jan 1 2020

Bibliographical note

Publisher Copyright:
© Springer Nature Switzerland AG 2020.

Keywords

  • Epistemic beliefs
  • Expert model
  • Facilitation
  • Ill-structured problem solving
  • Learners’ challenges
  • Scaffolding and tools
  • Self-regulation stages and strategies

ASJC Scopus subject areas

  • General Social Sciences

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