Using peer scaffolding to enhance students' reasoning skills in online collaborative learning

The aim of this study is to investigate the effect of peer scaffolding on students' reasoning skills and learning performance in online collaborative learning. This study has been carried out for 6 weeks and has involved 60 secondary school students taking Information and Communication Technology (ICT) subject. The independent variable of this study is the six types of scaffolding given by peers, and the dependent variables of this study are students' reasoning skills through argumentation and students' learning performance. The pattern of peer scaffolding in the online collaborative learning environment (OCLE) for students with different reasoning skills and performance has then been analyzed. This study has been implementing quasi experimental research design which involves control and experimental groups. The data gathered are quantitative and qualitative data which then have been triangulated to answer the research questions. The findings of this study may present a guideline for teachers to facilitate students to scaffold their peers while helping them to enhance their reasoning skills and academic performance.

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