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dc.contributor.advisorLaffey, James M. (James Michael), 1949-eng
dc.contributor.authorNuankhieo, Piyanan, 1977-eng
dc.date.issued2010eng
dc.date.submitted2010 Springeng
dc.descriptionTitle from PDF of title page (University of Missouri--Columbia, viewed on May 27, 2010).eng
dc.descriptionThe entire thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file; a non-technical public abstract appears in the public.pdf file.eng
dc.descriptionDissertation advisor: Dr. James M. Laffey.eng
dc.descriptionVita.eng
dc.descriptionPh. D. University of Missouri--Columbia 2010.eng
dc.description.abstractThe purpose of this study was to examine the effect of scaffolding conditions in fully online collaborative groups on a performance outcome, social experiences, and interaction processes. To achieve this, a performance outcome, social ability, satisfaction, interaction types, and interaction levels were compared across different scaffolding conditions. Additionally, the study sought to identify variables that influenced student's perceived satisfaction and group performance in an online group. This study used a posttest-only control-group as a research design. There were three treatment conditions and one control group. The treatment conditions were resource distribution scaffolding, instructor's feedback scaffolding, and combined distribution and feedback scaffolding. Both quantitative data (e.g. numbers of posted messages, essay score, social ability score, and satisfaction score) and qualitative data (online discussion transcripts) were collected and analyzed to answer the research questions in this study. The results of this study indicated no statistically significant effects of scaffolds on the group performance, perceived satisfaction, social ability, interaction levels, and interaction types. In addition, mediation could not be established for the theoretically interesting relationships. However, student's social ability was related to perceived satisfaction.eng
dc.description.bibrefIncludes bibliographical referenceseng
dc.format.extentix, 165 pageseng
dc.identifier.merlinb77825986eng
dc.identifier.oclc655374381eng
dc.identifier.urihttps://hdl.handle.net/10355/8293
dc.identifier.urihttps://doi.org/10.32469/10355/8293eng
dc.languageEnglisheng
dc.publisherUniversity of Missouri--Columbiaeng
dc.relation.ispartofcommunityUniversity of Missouri--Columbia. Graduate School. Theses and Dissertationseng
dc.rightsOpenAccess.eng
dc.rights.licenseThis work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivs 3.0 License.
dc.subject.lcshInstructional systems -- Designeng
dc.subject.lcshWeb-based instructioneng
dc.subject.lcshTeam learning approach in educationeng
dc.subject.lcshAcademic achievementeng
dc.subject.lcshEducational innovationseng
dc.subject.lcshEducational changeeng
dc.titleA comparative study of the effects of instructional design-based scaffolding and management-based scaffolding on learning in online collaborative groupseng
dc.typeThesiseng
thesis.degree.disciplineInformation science and learning technologies (MU)eng
thesis.degree.grantorUniversity of Missouri--Columbiaeng
thesis.degree.levelDoctoraleng
thesis.degree.namePh. D.eng


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