Abstract
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.
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