• Educational Technology International
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• v.22 no.2
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• pp.311-339
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• 2021

This study examined the effects of scaffolding types (Toulmin's Argument Pattern: TAP or Argumentation Vee Diagram: AVD) and individual metacognition levels (low or high) on students' learning achievement in online collaborative argumentation. A total of 191 Chinese undergraduates took part in this study. They were randomly assigned to either the TAP scaffolding, AVD scaffolding, or no scaffolding condition. They were teamed up in small groups of two or three students to argue with their peers using SNS as the online collaborative argumentation environment. The results revealed that students in the TAP and AVD scaffolding conditions did not gain significantly higher retention or transfer scores than students without scaffolding. However, students in the TAP scaffolding condition significantly outperformed those in the AVD scaffolding condition on transfer scores. Individual metacognition did not significantly affect learning achievement in online collaborative argumentation. Additionally, there was no significant interaction effect between scaffolding types and individual metacognition levels on retention or on transfer. The findings have implications for scaffolding design for online collaborative argumentation and also suggest that more attention should be paid to social metacognition rather than to individual metacognition when students work collaboratively.

• Educational Technology International
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• v.18 no.2
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• pp.215-247
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• 2017

This study aims to conduct a literature review on visual scaffolding. Visual scaffolding, as a support for learning, employs various forms of visual objects which can be either content-independent or content-dependent and the types of which would be abstract-verbal, concrete-verbal, concrete-visual, or abstract visual. The effectiveness of visual scaffolding can be argued in the following three aspects: 1) explicit representation of information and emphasis of critical features in effective and efficient manner, 2) supplement of additional information, 3) structural understanding with decrease in cognitive load. The limitations of the study and the suggestions for future study are discussed.

• Educational Technology International
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• v.12 no.2
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• pp.1-18
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• 2011

This study intends to examine the effects of motivational scaffolding in Computer-Supported Collaborative Learning (CSCL). This study was focused on the following two questions. Do motivational scaffolding lead to positive effects on the process in CSCL? Do motivational scaffolding lead to positive effects on the outcome in CSCL? In order to identify strategies for motivational scaffolding, we reviewed the "Flow Theory." Based on literature reviews, principles and strategies were drawn for the motivational scaffolding. An experimental study was conducted in order to investigate the effects of motivational scaffolding on process and outcome. In this study, 87 undergraduate students were divided into two different groups (control group, experimental group). Motivational scaffolding was provided to experimental group. The process was analyzed by examining learners' satisfaction in process. The outcome was analyzed by examining learners' satisfaction in product, group coherence, and quality of product. The difference between the two groups was statistically significant. From these results, we concluded that motivational scaffolding led to positive effects on process and outcome in CSCL environment.

• Transactions of the Korean Society for Noise and Vibration Engineering
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• v.19 no.5
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• pp.491-498
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• 2009

This paper deals with structural analysis and vibration characteristics of scaffolding structures with a hoist according to payloads. In order to analyze the vibrational and structural characteristics for 20-step scaffolding structure, structural and vibrational characteristics for 2-step scaffolding structure were compared with some experimental results. The numerical results for natural frequencies of scaffolding structures have a good agreement with experimental ones. Through the numerical analysis, firstly, it is shown that the maximum stress of scaffolding structures is lower than von-mises yield criteria when four persons with total weight of 280 kgf are working at the top of the scaffolding structures. Secondly, vibration characteristics including natural frequencies and modes for scaffolding structures are shown in case of various kinds of moving masses.

• Proceedings of the Korean Society for Noise and Vibration Engineering Conference
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• 2006.11a
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• pp.543-548
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• 2006

This paper presents the vibration characteristics of scaffolding structures with a hoist according to payloads. In order to analyze the vibrational and structural characteristics for 20-step scaffolding structure, structural and vibrational characteristics for 2-step scaffolding structure were compared with some experimental results. The numerical results for natural frequencies of scaffolding structures have a good agreement with experimental ones. Through the numerical analysis, firstly, it is shown that the maximum stress of scaffolding structures is lower than von-mises yield criteria when four persons with total weight of 280kgf are working at the top of the scaffolding structures. Secondly vibration characteristics including natural frequencies and modes for scaffolding structures are shown in case of various kinds of moving masses.

• Journal of Korean Elementary Science Education
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• v.32 no.1
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• pp.82-94
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• 2013

The purpose of this study was to investigate the process and the effect of pre-service teacher's scaffolding in environmental camp program about global climate change. For this study, developed the environmental camp program based pre-service teacher's scaffolding and applied to 78 $5^{th}$ students. We analyzed the role of pre-service teacher in the process of scaffolding. In the result, the pre-service teachers conducted cognitive scaffolding like as "Focus", "Hint", "Tell or Summarize" and "Technical Help". They carried out the emotional scaffolding like as "Create Cheerful Atmosphere", "Encourage", and "Help in Living". Teaching and learning about global climate change, the theme of the camp, was regarded uncertain and complex. So, pre-service teacher's scaffolding was effective to promote environmental literacy about climate change of primary students (<0.05). The student teachers understanded the characteristics of the children through emotionally close relationships. The primary students were learned easier about global climate change through cognitive and emotional scaffolding. They experienced environmental practice with communal living in camp.

• Journal of Engineering Education Research
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• v.25 no.1
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• pp.33-45
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• 2022

This study aims to investigate effects of scaffolding on writing apprehension and media literacy in engineering freshmen's synchronous online writing course, and the relationships between the two variables. 'Scaffolding' is in-time support provided by a teacher/tutor or competent peer that enables students to meaningfully gain skills at problem solving process. Also, it is one of the most frequently mentioned concepts in education as well as one of the more necessary teaching strategies in an online writing course. In this study, provided treatments for the experiment were supportive scaffolding for domain-specific knowledge and reflective scaffolding for meta-cognitive knowledge. Participants were 102 engineering undergraduate students, who were assigned to two experimental groups by scaffolding types. A process-based writing course in online learning environment was conducted for 8 weeks. The writing tasks were given according to writing process. The findings were that, firstly, there were statistically significant writing apprehension's reduction and self-expression's improvement through the scaffolding provided in writing class. Secondly, writing apprehension's reduction and self-expression's improvement were significant in supportive scaffolding group. Thirdly, media literacy predicted writing apprehension. The practical implications of these findings are discussed herein, with particular attention on ways for writing apprehension's reduction as well as media literacy's enhancement.

• The Journal of the Korea Contents Association
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• v.7 no.2
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• pp.161-169
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• 2007

This study examines the effects of learner's metacognition and scaffolding types on problem solving processes by examined 49 undergraduates to identify effective scaffolding type in Web-based PBL. This study classifies problem solving processes as defining the problem, developing solutions, making selections and justifications for the Proposed solution(s), and monitoring the solution. Moreover, it classifies scaffolding types as subject-related scaffolding and process-related scaffolding. As a result, the upper metacognition group showed higher performance only in monitoring solutions than the lower metacognioon group. This study also showed that offered scaffolding effects are not statistically significant. However, the lower metacognition group showed higher performance when subject-related scaffolding was offered and the upper metacognition group showed higher performance when process-related scaffolding was offered in making selections and justifications for the proposed solution(s) and monitoring solution. This study, based on the result of research, can partially verify the effects of learner's metacognition on problem solving processes and interaction effects between scaffolding and metacogniton in Web-based PBL.

• Proceedings of the Korean Society for Noise and Vibration Engineering Conference
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• 2007.11a
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• pp.1197-1202
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• 2007

The paper deals with the structural analysis and vibration test for the scaffolding system of LNG cargo containment. The eight-stories scaffolding system has telescopic area, working area, coner area and storage area in real system. In the structural analysis, the maximum displacement and stress of the each floor for the scaffolding system are investigated by finite element method. In the vibrational analysis, the natural frequencies and mode shapes for 8-stories scaffolding system of the LNG cargo containment are investigated. In order to compare theoretical natural frequencies with experimental ones, small size of 2-step scaffolding structure is used, and the theoretical results for natural frequency have a good agreement with experimental ones.

• Transactions of the Korean Society for Noise and Vibration Engineering
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• v.20 no.6
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• pp.546-554
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• 2010

The paper deals with the structural analysis and vibration test for the scaffolding system of LNG cargo containment. The eight-stories scaffolding system has telescopic area, working area, coner area and storage area in real system. In the structural analysis, the maximum displacement and stress of the each floor for the scaffolding system are investigated by finite element method. In the vibrational analysis, the natural frequencies and mode shapes for 8-stories scaffolding system of the LNG cargo containment are investigated. In order to compare theoretical natural frequencies with experimental ones, small size of 2-step scaffolding structure is used, and the theoretical results for natural frequency have a good agreement with experimental ones.