Role-taking as a Scaffolding to Improve Learning Participation in Online Discussion of College Students
Abstract: In online discussions, learning participation will directly affect the effect of online collaborative learning. In this study, the researchers designed the role-taking scaffolding and collected data through descriptive statistical analysis, content analysis and interviews to analyze the effectiveness of the role-taking scaffolding. The results show that the use of role-taking scaffolding can increase the number of students' online discussions, deepen the depth of discussions, promote students who are marginalized in online discussions to approach the Internet. In online discussions, the use of role-taking scaffolding can enhance learners’ sense of collective responsibility and students’ enthusiasm for preparing for discussion, improving the knowledge construction of online discussions. In addition, the use of role-taking scaffolding has a better sense of experience and satisfaction and can increase learners' interest in online discussion.