Scaffolding Problem-Centered Collaborative Inquiry in a Large Online Class

Wednesday, February 11 | 11:15AM–12:00PM | California Pavilion Promenade, Second Floor
Session Type: Professional Development
We redesigned a problem-centered collaborative inquiry project for a large online class by integrating technology scaffolds and peer interactions to enhance students' critical thinking when identifying gender-related challenges and proposing interventions. A Google Sites template was designed to scaffold thinking and collaboration. A discussion forum was used for guided peer review of challenges and interventions. According to a class survey and project assignments, students demonstrated higher-order thinking skills as they followed the technology-based scaffolds to identify gender-related challenges, brainstorm interventions, and justify decisions. They also considered and incorporated alternative ideas from peers to refine their challenges and interventions.

OUTCOMES: Recognize characteristics of a problem-centered inquiry project * Identify a problem-centered inquiry project in a specific content area * Describe scaffolding strategies supported by Google Sites and peer interactions * Apply scaffolding strategies to a problem-centered inquiry project


  • Yan Shen

    Lead Instructional Designer, North Carolina State University

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