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

위키 기반 협력학습에서 스캐폴딩 유형이 창의성에 미치는 영향

Hwang, Kyung-Yang;Kim, Hoi-Soo

  • Received : 2018.11.20
  • Accepted : 2019.01.28
  • Published : 2019.02.28


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.


Wiki-Based Collaborative Learning;Scaffolding Types;Creativity