Attention Guidance in Online Learning Conversations

This paper reports the unique value of two different modes of scaffolds, faded instructor-based and peer-oriented attention guidance, in online learning conversations. Drawing upon the instructional effectiveness and challenges of scaffolding, we present the design of three versions of an anchored discussion system: two versions with different modes of scaffolds and one regular version as a control condition. A total of 150 students distributed in three sections of a management information systems course participated in this study. We randomly assigned each section to one of the three software designs. The results demonstrate that both types of scaffolds focused students´ attention to important information from text, which catalyzed deeper processing of important information. Moreover, we found that peer scaffold function facilitated a positive upward trend for the negotiation of differences in perspectives. These results indicate that attention guidance can support students to use instructional materials more constructively in online learning conversations.