This study was designed to examine the effects of negotiation scaffolding for solving complex problems, focusing on peer interaction and learning performance in a computer-supported collaborative learning environment. For this research, 38 undergraduate students performed complex tasks using a collaborative discussion tool that implemented scaffolding strategies including the fading of meaning-negotiation scaffolding (MS) and the provision of position-negotiation scaffolding (PS). The participants were assigned to one of the following conditions: (a) MS is not faded and PS is not provided (Group N), (b) MS is faded and PS is not provided (Group F), (c) MS is not faded and PS is provided (Group P), and (d) MS is faded and PS is provided (Group FP). All groups worked in pairs to complete a comprehension task and a lesson-planning task. The results revealed that Group FP outperformed the others, showing the highest learning performance and a significant increase in meaningful peer interactions, such as divergent and reflective types of discussion.
To assess the social inequalities in changes of dietary behaviors among adolescents during the COVID-19 pandemic, we compared changes in dietary behavior indicators by household income.
Methods:Using cross-sectional data from the 2019 and 2020 Korea National Health and Nutrition Examination Survey, the prevalence of dietary behaviors in adolescents (12-18 years old) was estimated and changes in dietary behaviors before and after the COVID-19 pandemic were evaluated. We assessed changes in dietary behaviors with a household income (as a measure of socioeconomic status [SES]) disparity.Results: During the COVID-19 pandemic, average consumption of vegetables has decreased and food insecurity has worsened. Adolescents were more likely to skip breakfast than before COVID-19 (33.1 % and 37.4 %). Soft drink consumption also increased in 2020 than in 2019 (7.6 % and 14.8 %), especially among boys. Average sugar intake and sodium intake showed a tendency to decrease only in girls, but there was no difference according to SES level. Skip breakfast was particularly evident in the low SES group, and the difference according to household income level (high vs. low) was greater after COVID-19 than before. The prevalence of soft drink consumption increased significantly in low SES group, but the rate of increase did not differ by SES level.
Conclusions:We found that the social disparity in skipping breakfast was further aggravated.For a better understanding of the dietary behaviors of adolescents, continuous monitoring is necessary.
This study explores the effect of self-regulated learning support on learners’ cognitive load and problem-solving performance, considering cases from well-structured to ill-structured tasks in a computer programing course. Sixty-seven undergraduate students in a computer programing fundamentals course were randomly assigned into one of two groups: (1) experimental group ( N = 34; received self-regulated learning support) and (2) control group ( N = 33). Participants in both groups were asked to solve programing problems using Python over 3 weeks, and their cognitive load levels were measured after each week. The results showed that novice learners’ self-regulated learning skills can be influenced by learning support, which contributes to solving complex problems. The results also suggest that, given the sequence of tasks (i.e., basic and advanced well-structured and ill-structured problems), self-regulated learning support may require time to be effective. The germane load of the experimental group was higher for well-structured problems than that of the control group. Using logistic regression, the two groups were differentiated through different variables measured in this study, which showed a high predictive explanatory power. The results provide implications for designing self-regulated learning support for programing courses, using problem-based learning in association with problem-solving skills, self-regulated learning skills, and cognitive load management.
This study aimed to explore learners’ discourse patterns and outcomes while using a visible-annotation tool as a collaborative representation tool. The tool used in this study introduced two types of sharing activities before the problem-solving phase to support sequential knowledge construction. Forty participants were randomly assigned to one of three groups according to two variables: type of sharing activities (meaning sharing activity (M) and opinion sharing activity (O)), and type of representation function to guide sharing activities (word-based function (W) and sentence-based function (S)). All three groups performed sharing activities during the same period. After completing these, the participants carried out a lesson-planning task in pairs during the problem-solving phase. All annotations across three learning phases were categorised to investigate discourse patterns. The findings revealed that Group MWOS, provided with M based on W and O based on S, had the most effective knowledge construction process, showing sequential discourse patterns. In addition, differences in discourse patterns among groups positively influenced the level of collaborative outcomes.
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