| dc.description.abstract | Previous research has been focusing on cognitive aspects of learning by scaffolding. The purpose of this study is to explore the experience of affective mentors in Lain (Learning Atmospheric science via InterNet) environment. How do affective mentors scaffold learners’ engagement and how do they learn to do so.
The major categories of scaffolding behaviors the affective mentors perform are sorted into four: social talk, reminding of the learning procedures, supporting learners’ engagement, and joining the domain-related discussion. We build from Lave & Wenger’s situated learning, Wenger’s communities of practice, and Goffman’s dramaturgical approach to characterize affective mentors. What they care, why they care, and in what way the reveal their core enterprise on caring people are illuminated in detail. Descriptions about how their local meanings have little currency in the earlier stage, till how they compete for the definition of certain events, actions, or artifacts in later stage, evidence that their scaffolding knowledge on affective aspect has been developed throughout the process of participation in Lain. They not only learn how to scaffold, but also develop their identities in practice.
Through joint experience of observing, sharing, negotiating, and aligning, affective mentors develop values, norms, repertoire that are needed for the new role of affective mentors in Lain. | en_US |