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The impact of scaffolding via online asynchronous discussions on students' thinking skills in writing argumentative essays
Author
Koh, Yuen Choo
Supervisor
Cheung, Wing Sum
Abstract
The purpose of this study is to access the usefulness of scaffolding in improving the thinking ability of students - in the aspect of content argument and management - in argumentative essays via online asynchronous discussion. The research focuses on the assessment of students' ability to argue logically and manage arguments in their writing, prior to and after being guided by use of scaffolding ":treatment". This "treatment" is a conduct of a series of guiding steps, which include demonstrating to students the proper technique and students the proper technique and standards of using content knowledge in writing and facilitating students in argumentative essay-writing. A significant approach adopted in this study is the posting of an online forum to facilitate students' discussion on a given topic. A secondary objective in the study is to survey students' predilection for well as their opinion on the benefits of this mode of learning.
The instruments used in this study include the conduct of a pre- and post-argumentative essay test, an online forum and a survey on the students' opinion of the scaffolding approach. The quality of the students' essay will be evaluation based on an adapted competence rubric. Also, students' feedback on the whole learning exercise is gathered through the conduct of a survey questionnaires.
Findings from the research reveal that the students were able to argue logically and manage content discussion in their essay writing. Majority of the student also gave a favourable feedback on the scaffolding approach and the online discussion platform.
The instruments used in this study include the conduct of a pre- and post-argumentative essay test, an online forum and a survey on the students' opinion of the scaffolding approach. The quality of the students' essay will be evaluation based on an adapted competence rubric. Also, students' feedback on the whole learning exercise is gathered through the conduct of a survey questionnaires.
Findings from the research reveal that the students were able to argue logically and manage content discussion in their essay writing. Majority of the student also gave a favourable feedback on the scaffolding approach and the online discussion platform.
Date Issued
2004
Call Number
LB1631 Koh
Date Submitted
2004