research-article

Effect of Instructional Scaffolding in Enhancing Students' Participating in Synchronous Online Learning

Authors:

Willy Prasetya,

Ista MaharsiAuthors Info & Claims

ICETT '19: Proceedings of the 2019 5th International Conference on Education and Training Technologies

Pages 106 - 110

https://doi.org/10.1145/3337682.3337707

Published: 27 May 2019 Publication History

Abstract

This study aims at describing the implementation of instructors' scaffolding in synchronous online discussion, and observing the students' engagement in accordance to the course. This research is self-observational study that involved 18 students in online discussion. Data were obtained from the screenshot of synchronous online discussion, and the transcription of online discussion recording. The instructor employed Canvas Instructor as the platform. Thematic analysis was used in this study, and the findings suggested that the model of instructor scaffolding during synchronous online learning could be in the form of contingency, fading, and transfer responsibility. In this study, contingency plays an important role that makes the students' involvement during fading activities are more engaging. Transfer responsibilities activities were found less in the synchronous online learning in the form of task instruction for the offline meeting.

References

[1]

Belland, B. R., Burdo, R., & Gu, J. (2015). A Blended Professional Development Program to Help a Teacher Learn to Provide One-to-One Scaffolding.

[2]

Cho, M. H., & Cho, Y. (2014). Instructor scaffolding for interaction and students' academic engagement in online learning: Mediating role of perceived online class goal structures. The Internet and Higher Education, 21, 25--30.

[3]

Eeds,M. & Mercer, N. (1989). Common knowledge: The development of understanding in the classroom. London: Methuen/Routledge.

[4]

Eslami, Z. R., & Kung, W. (2016). Focus-on-form and EFL learners ' language development in synchronous computer-mediated communication: task-based interactions, 1736(September).

[5]

Eteläpelto, A., Häkkinen, P., & Arvaja, M. (2006). Teachers ' instructional scaffolding in an innovative information and communication technology-based history learning environment Teachers ' Instructional Scaffolding in an Innovative Information and Communication Technology-based, 4530.

[6]

Fredricks, J. A., Blumenfeld, P. C., & Paris, A. (2004). School engagement: Potential of the concept: State of the evidence. Review of Educational Research, 74, 59--119.

[7]

Fung, Y.Y.H. (2004). Collaborative Online Learning: Interaction Patterns and Limiting Factors. Open Learning, 19(2), 135--149. Retrieved May 22, 2019 from https://www.learntechlib.org/p/68768/.

[8]

Graham, C., Woodfield, W., & Harrison, J. (2013). A framework for institutional adoption and implementation of blended learning in higher education. The Internet and Higher Education(18), 4--14.

[9]

Hennessy, E. (2009). How am I learning to scaffold a synchronous online professional development course?, 5(2), 1--43.

[10]

Hew, K.F., Cheung, W.S. & Ng, C.S.L. (2010). Students' contribution in asynchronous online discussion: A review of the research & empirical exploration. Instructional Science, 38 (6). 571--606.

[11]

Hsieh, Y. C. (2017). A case study of the dynamics of scaffolding among ESL learners and online resources in collaborative learning, 8221.

[12]

Informa, R., Number, W. R., House, M., Street, M., Pifarr, M., Pifarr, M., & Education, H. (2007). Studies in Higher Education Scaffolding through the network: online scaffolds among university Scaffolding through the network: analysing the promotion of improved online scaffolds among university students, (January 2015), 37--41.

[13]

Johnson, S. M., & White, G. (1971). Self-Observation as an Agent of Behavioral Change.

[14]

Khine, M. S., Yeap, L. L., & Lok, A. T. C. (2013). The quality of message ideas, thinking and interaction in an asynchronous CMC environment. Educational Media International, 40(1-2), 115--126.

[15]

King, A. (1999) Discourse Patterns for Mediating Peer Learning, in A.M. O'Donnell & A. King (Eds) Cognitive Perspectives on Peer Learning, pp. 87--115. Mahwah: Erlbaum.

[16]

Lee, Y. & Choi, J. (2011). A Review of Online Course Dropout Research: Implications for Practice and Future Research. Educational Technology Research and Development, 59(5), 593--618. Retrieved May 22, 2019 from https://www.learntechlib.org/p/50902/.

[17]

Maloch, B. (2004). On the road to literature discussion groups: Teacher scaffolding during preparatory experiences. Literacy Research and Instruction, 44(2), 1--20.

[18]

Many, J. E., Dewberry, D., Lester, D., & Coady, K. (2009). Profiles of Three Preservice ESOL Teachers ' Development of Instructional Scaffolding, (December 2014), 37--41.

[19]

Mackey, T. P., & Ho, J. (2008). Exploring the relationships between Web usability and students' perceived learning in Web-based multimedia (WBMM) tutorials. Computers & Education, 50(1), 386--409.

Digital Library

[20]

Pol, J., Volman. M. & Beishuizen, J. (2010). Scaffolding in Teacher-Student Interaction: A Decade of Research. Educational Psychological Review, 22(3), 271--296.

[21]

Porter, W. W., Graham, C. R., Spring, K. A., &

[22]

Welch, K. R. (2014). Blended learning in higher education: Institutional adoption and implementation.Computers & Education, 75, 185--195.

[23]

Shea, P., Hayes, S., Smith, S. U., Vickers, J., Bidjerano, T., Pickett, A., ... & Jian, S. (2012). Learning presence: Additional research on a new conceptual element within the Community of Inquiry (CoI) framework. The Internet and Higher Education, 15(2), 89--95.

Cited By

Peoples CKotwal S(2023)Using Technology to Teach International Entrepreneurship: State-of-the-Art Practices and OpportunitiesProgress in Entrepreneurship Education and Training10.1007/978-3-031-28559-2_24(375-385)Online publication date: 13-May-2023
https://doi.org/10.1007/978-3-031-28559-2_24

Index Terms

Effect of Instructional Scaffolding in Enhancing Students' Participating in Synchronous Online Learning
1. Applied computing
  1. Education
    1. E-learning

Recommendations

“It Feels Like I am Talking into a Void”: Understanding Interaction Gaps in Synchronous Online Classrooms
CHI '21: Proceedings of the 2021 CHI Conference on Human Factors in Computing Systems

This paper investigates in-class interactions in synchronous online classrooms when the choice of modality is discretionary, such that students choose when and if they turn on their cameras and microphones. Instructor interviews (N = 7) revealed that ...
Engaging learners in synchronous online learning
Abstract
Engagement is positively correlated with many educational outcomes. However, engaging learners in online learning is often challenging. In this study, a conceptual framework comprising five interrelated factors (instructors, learners, content, ...
Designing Purposeful Student Interactions to Advance Synchronous Learning Experiences

This article brings together the results of a self-study conducted by two instructors of the same course for mathematics teacher leaders in a synchronous online learning environment using the videoconferencing tool Blackboard Collaborate. The combined ...

Comments

Information & Contributors

Information

Published In

cover image ACM Other conferences

ICETT '19: Proceedings of the 2019 5th International Conference on Education and Training Technologies

May 2019

157 pages

ISBN:9781450372008

DOI:10.1145/3337682

Copyright © 2019 ACM.

Permission to make digital or hard copies of all or part of this work for personal or classroom use is granted without fee provided that copies are not made or distributed for profit or commercial advantage and that copies bear this notice and the full citation on the first page. Copyrights for components of this work owned by others than ACM must be honored. Abstracting with credit is permitted. To copy otherwise, or republish, to post on servers or to redistribute to lists, requires prior specific permission and/or a fee. Request permissions from [email protected]

Publisher

Association for Computing Machinery

New York, NY, United States

Publication History

Published: 27 May 2019

Permissions

Request permissions for this article.

Request Permissions

Check for updates

Author Tags

Qualifiers

Research-article
Research
Refereed limited

Conference

ICETT 2019

ICETT 2019: 2019 5th International Conference on Education and Training Technologies

May 27 - 29, 2019

Seoul, Republic of Korea

Contributors

Other Metrics

View Article Metrics

Bibliometrics & Citations

Bibliometrics

Article Metrics

1
Total Citations
View Citations
152
Total Downloads

Downloads (Last 12 months)7
Downloads (Last 6 weeks)0

Reflects downloads up to 13 Jan 2025

Other Metrics

View Author Metrics

Citations

Cited By

Peoples CKotwal S(2023)Using Technology to Teach International Entrepreneurship: State-of-the-Art Practices and OpportunitiesProgress in Entrepreneurship Education and Training10.1007/978-3-031-28559-2_24(375-385)Online publication date: 13-May-2023
https://doi.org/10.1007/978-3-031-28559-2_24

View Options

Login options

Check if you have access through your login credentials or your institution to get full access on this article.

Full Access

Get this Publication

View options

PDF

View or Download as a PDF file.

eReader

View online with eReader.

Media

Figures

Other

Tables

View Table of Contents