[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-1-en-105":3,"doc-seo-243680-105":53,"doc-detail-243680-en":126},{"code":4,"msg":5,"data":6},0,"success",[7,14,19,24,29,34,39,44,49],{"id":8,"doc_module":9,"doc_module_name":10,"category_name":11,"show_sort_weight":12,"slug":13},11,1,"Template","Presentations",90,"presentations",{"id":15,"doc_module":9,"doc_module_name":10,"category_name":16,"show_sort_weight":17,"slug":18},12,"Resumes",80,"resumes",{"id":20,"doc_module":9,"doc_module_name":10,"category_name":21,"show_sort_weight":22,"slug":23},14,"Invoices",70,"invoices",{"id":25,"doc_module":9,"doc_module_name":10,"category_name":26,"show_sort_weight":27,"slug":28},15,"Posters",60,"posters",{"id":30,"doc_module":9,"doc_module_name":10,"category_name":31,"show_sort_weight":32,"slug":33},16,"Social Media",50,"social-media",{"id":35,"doc_module":9,"doc_module_name":10,"category_name":36,"show_sort_weight":37,"slug":38},17,"Forms",40,"forms",{"id":40,"doc_module":9,"doc_module_name":10,"category_name":41,"show_sort_weight":42,"slug":43},18,"Letters",30,"letters",{"id":45,"doc_module":9,"doc_module_name":10,"category_name":46,"show_sort_weight":47,"slug":48},21,"Paper Templates",5,"papers-templates",{"id":50,"doc_module":9,"doc_module_name":10,"category_name":51,"show_sort_weight":4,"slug":52},158,"General","general-158",{"code":4,"msg":54,"data":55},"ok",{"site_id":56,"language":57,"slug":58,"title":59,"keywords":60,"description":61,"schema_data":62,"social_meta":119,"head_meta":121,"extra_data":123,"updated_unix":125},105,"en","examining-the-effects-of-metacognitive-scaffolding-on-students-design-problem-solving-and-metacognitive-skills-in-an-online-environment","Examining the Effects of Metacognitive Scaffolding on Students' Design Problem Solving and Metacognitive Skills in an Online Environment","","Complex, ill-structured problem solving unfolds as an iterative, cyclical process that depends on ongoing monitoring and evaluation. Metacognition is therefore central to achieving effective solutions. Building on the recognized value of scaffolding, the study focuses specifically on metacognitive scaffolding and its role in instructional design tasks. Using mixed-methods data from online surveys, planning sheets, technology-enhanced lessons, and reflection papers, results show positive effects on design processes and improved planning subscale scores, without significant effects on design outcomes.",{"@graph":63,"@context":118},[64,80,101],{"@type":65,"itemListElement":66},"BreadcrumbList",[67,71,74,77],{"item":68,"name":69,"@type":70,"position":9},"https://docshare.wps.com","Home","ListItem",{"item":72,"name":10,"@type":70,"position":73},"https://docshare.wps.com/template/",2,{"item":75,"name":51,"@type":70,"position":76},"https://docshare.wps.com/template/general/",3,{"item":78,"name":59,"@type":70,"position":79},"https://docshare.wps.com/template/examining-the-effects-of-metacognitive-scaffolding-on-students-design-problem-solving-and-metacognitive-skills-in-an-online-environment/243680/",4,{"url":78,"name":59,"@type":81,"image":82,"author":87,"headline":59,"publisher":90,"fileFormat":93,"inLanguage":57,"description":61,"dateModified":94,"datePublished":95,"encodingFormat":93,"isAccessibleForFree":96,"interactionStatistic":97},"DigitalDocument",{"url":83,"@type":84,"width":85,"height":86},"https://docshare.wps.com/thumbnails/examining-the-effects-of-metacognitive-scaffolding-on-students-design-problem-solving-and-metacognitive-skills-in-an-online-environment/243680.png","ImageObject",442,249,{"name":88,"@type":89},"Felix Montgomery","Person",{"url":68,"name":91,"@type":92},"DocShare","Organization","application/pdf","2026-09-20","2026-09-12",true,{"@type":98,"interactionType":99,"userInteractionCount":73},"InteractionCounter",{"@type":100},"ViewAction",{"@type":102,"mainEntity":103},"FAQPage",[104,110,114],{"name":105,"@type":106,"acceptedAnswer":107},"What is the focus of this study?","Question",{"text":108,"@type":109},"The study examines how metacognitive scaffolding affects students’ design problem solving processes and metacognitive skills in an online learning environment.","Answer",{"name":111,"@type":106,"acceptedAnswer":112},"How was the research conducted?",{"text":113,"@type":109},"The study used mixed-methods research and collected qualitative and quantitative data from online surveys, planning sheets, technology-enhanced lessons, and reflection papers.",{"name":115,"@type":106,"acceptedAnswer":116},"What were the main findings?",{"text":117,"@type":109},"Metacognitive scaffolding showed positive effects on students’ design problem solving processes, and the experimental group improved significantly on the planning subscale, while design outcomes were not significantly affected.","https://schema.org",{"og:url":78,"og:type":120,"og:title":59,"og:site_name":91,"og:description":61},"article",{"robots":122,"canonical":78},"index,follow",{"doc_id":124,"site_id":56},243680,1789207062,{"code":4,"msg":5,"data":127},{"doc_id":124,"user_id":128,"nickname":88,"user_avatar":129,"doc_module":9,"category_id":50,"category_name":51,"doc_title":59,"doc_description":61,"doc_content":130,"file_id":131,"file_url":132,"file_type":133,"file_size":134,"view_count":73,"is_deleted":4,"is_public":9,"is_downloadable":9,"audit_status":9,"page_count":35,"language":135,"language_code":57,"site_id":56,"html_lang":57,"table_of_contents":136,"faqs":137,"seo_title":138,"seo_description":61,"update_tm":125,"read_time":139},549768064778,"https://ap-avatar.wpscdn.com/davatar_6f874abed73319feea01a86fa6f0fab8","Examining the Effects of Metacognitive Scaffolding on Students' Design Problem Solving and Metacognitive Skills in an Online Environment  \nYun-Jo An  \nAssistant Professor of Instructional Technology  \nEducational Technology and Foundations  \nUniversity of West Georgia  \nCarrollton, GA, 30118, USA  \n[yunjoan912@gmail.com](yunjoan912@gmail.com)  \nLi Cao  \nProfessor of Educational Psychology  \nEducational Technology and Foundations  \nUniversity of West Georgia  \nCarrollton, GA, 30118, USA  \n[lcao@westga.edu](lcao@westga.edu)  \nAbstract  \nComplex, ill-structured problem solving is not a linear, straightforward process. Rather it is an iterative and cyclical process and involves ongoing monitoring and evaluation. Therefore, metacognition is critical for successful problem solving. Although there is no question about the importance of scaffolding in complex, ill-structured problem solving, relatively little attention has been given to metacognitive scaffolding. Using mixed-methods research, this study investigated the effects of metacognitive scaffolding on students' complex problem solving processes and outcomes in the domain of instructional design as well as on their metacognitive skills in an online environment. Both qualitative and quantitative data were collected from multiple sources, including online surveys, planning sheets, technologyenhanced lessons, and reflection papers. The results of the study revealed that metacognitive scaffolding had positive effects on students’ design problem solving processes but did not have a significant effect on design outcomes. Regarding metacognitive skills, the experimental group showed significant improvement in the planning subscale.  \nKey Words: metacognition, metacognitive scaffolding, ill-structured problem solving, complex problem solving, design problems, metacognitive skills, online learning, instructional design  \nIntroduction  \nProblems vary in terms of their structuredness, situatedness, complexity, dynamicity, and domain specificity (Jonassen, 2011) . Problem complexity is “a function of external factors, such as the number of issues, functions, or variables involved in the problem; the number of interactions among those issues, functions, or variables; and the predictability of the behavior of those issues, functions, or variables”(Jonassen, 2011, p. 9) . Complex problems require more cognitive operations than do simpler ones , and they impose more cognitive load on the problem solver. As Jonassen (2000, 2011) noted, complexity and structuredness overlap. Although ill-structured problems tend to be more complex, well-structured problems can be extremely complex. Likewise, ill-structured problems can be fairly simple (Jonassen, 2000) . Design problems are among the most complex, ill-structured kinds of problems that require greater metacognitive skills (Jonassen, 2000, 2011) . Research studies show that students are unfamiliar with the ill-structured problem solving process (An, 2010) and do not always engage in metacognitive activities (Azevedo, Cromley, & Seibert, 2004; Azevedo, Guthrie, & Seibert, 2004 ; Ge & Land, 2004) . Despite the apparent importance of metacognition in complex, ill-structured problem solving, relatively little attention has been given to metacognitive scaffolding. Focusing on instructional design problems , this study aimed  \nto investigate the effects of metacognitive scaffolding on students' complex problem solving in an online environment.  \nDesign Problem Solving  \nJonassen (2000) identified eleven kinds of problems: (1) logic problems,(2) algorithms,(3) story problems, (4) rule-using/rule-induction problems, (5) decision making, (6) troubleshooting, (7) diagnosissolution problems,(8) strategic performance, (9) policy-analysis problems, (10) design problems, and (11) dilemmas. Design problems are usually among the most complex and ill-structured kinds of problems. They usually have ambiguous goals and possess multiple solutions, multiple solution p","cbCaikvEmz14phzg","https://ap.wps.com/l/cbCaikvEmz14phzg","pdf",461170,"English","# Abstract\n# Introduction\n## Problem complexity and ill-structured problems\n## Design problems and metacognitive skills\n# Design Problem Solving\n## Types and characteristics of design problems\n## Instructional design and ADDIE as a cyclical process","[{\"question\":\"What is the focus of this study?\",\"answer\":\"The study examines how metacognitive scaffolding affects students’ design problem solving processes and metacognitive skills in an online learning environment.\"},{\"question\":\"How was the research conducted?\",\"answer\":\"The study used mixed-methods research and collected qualitative and quantitative data from online surveys, planning sheets, technology-enhanced lessons, and reflection papers.\"},{\"question\":\"What were the main findings?\",\"answer\":\"Metacognitive scaffolding showed positive effects on students’ design problem solving processes, and the experimental group improved significantly on the planning subscale, while design outcomes were not significantly affected.\"}]","Examining the Effects of Metacognitive Scaffolding on Students' Design Problem Solving and Metacognitive Skills in an Online Environment | PDF",6]