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http://dx.doi.org/10.5392/JKCA.2019.19.02.066

The Effects of Scaffolding Types in Wiki-based Collaborative Learning on Creativity  

Hwang, Kyung-Yang (광주중흥초등학교)
Kim, Hoi-Soo (전남대학교)
Publication Information
The Journal of the Korea Contents Association / v.19, no.2, 2019 , pp. 66-78 More about this Journal
Abstract
This study aimed to investigate the effects of scaffolding on creativity in Wiki-based collaborative learning. Wiki-based collaborative learning was implemented over three sessions among 67 sixth graders in an elementary school, and subjects were divided into three groups: Group 1 had a teachers' scaffolding and self-questioning script; Group 2 had a teachers' scaffolding; and Group 3, the control group, had no scaffolding. Results showed a significant difference in creativity among the groups with different types of scaffolding(Wilks' Lambda=.238, F=8.678, p < .001). Group 1, had significantly higher performance compared to the Group in creativity. However, when self-questoning script and a teachers' scaffolding were offered, self-scaffolding was not found to have a significant effect on learners' Originality of creativity. Group 2 showed higher performance in Originality of creativity when only a teachers' scaffolding was offered in the collaborative learning. The results of this study suggest that teachers' scaffolding and self-scaffolding have positive effects on creativity, but the need for a differentiated self-scaffolding strategy to identify the factors that influence creativity in wiki-based collaborative learning.
Keywords
Wiki-Based Collaborative Learning; Scaffolding Types; Creativity;
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