Article #5 - Scaffolding Discovery Learning Spaces

Article 5

Hai-Jew, S. (2008). Scaffolding Discovery Learning Spaces. MERLOT Journal of Online Learning and Teaching, 4(4), 533-548. Retrieved from http://jolt.merlot.org/vol4no4/hai-jew_1208.pdf 

Summary: The article addresses the necessity of learner empowerment in online discovery learning spaces (DLSs), and how this empowerment can be scaffolded. Some ‘controversies’ are noted, such as learning inaccuracies, untested ideas and the differences of how discovery learning is conceptualised in different social contexts. The position taken is that “with proper instructional design scaffolded discovery learning may be more effective, supportive of unique learners, and more communal” (p. 534). The article outlines the theoretical underpinnings of discovery learning (Vygotsky, Gardner, Piaget etc) all of which are related back to the constructivist philosophy of the social construction of knowledge. The lack of facilitation is noted as an issue in setting up a successful online discovery learning spaces, irrespective of the technical form that the learning space takes. The successful learners in such spaces tend to “have low dependency needs” (p. 534). Feedback loops offer opportunities for self reflection and evaluation. Figure 1 outlines a fairly lengthy scaffolding of the discovery learning process - this combined with a later section on designing discovery learning spaces and the kinds of learning skills students need would suggest that the kind of discovery learning space being discussed is more relevant to those teaching in post primary education. However, the later suggestion of ‘guided discovery’ could be a useful way to think about how to introduce younger learners to discovery learning, and Figure 4 (p. 542) is a complex flow chart of what kinds of learning outcomes could be expected of novice through to expert discovery learners. 

Evaluation: The article is quite complex - and while Figure 4 demonstrates a clear path for scaffolding, the article might be more successful if it discussed the needs of a novice learner at the forefront. The article does not present a conclusion as such - rather it points towards the various research opportunities in this area. While presented in a journal on online learning and teaching, the main discussions are not always linked explicitly to the use of online teaching or the necessary tools needed.

Source: “The MERLOT Journal of Online Learning and Teaching (JOLT) is a peer-reviewed, open-access, online publication that aims to promote scholarship in the use of the Internet and web-based multimedia resources in higher education” (JOLT, 2014). Published by an initiative of California State University’s Center for Distributed Learning, and authored by am academic at Kansas State University, this should be considered a reputable academic source.

Relevance and Comparison to other sources: Compared to the three Palloff and Pratt articles (each of which is more driven at teachers new to online learning), this article presents a more theoretical framework. This article is less useful to beginner teachers of either discovery or online learning, but it does present a thorough theoretical discussion of the concepts, issues and possible scaffolding involved.