Search results

This study aims to present a scaffolding framework incorporating sophisticated technology that can inform instructional design to support student inquiry learning in the self-regulated online environment.

The classic predict, observe and explain (POE) framework has been extended through the incorporation of an additional evaluate (E) phase into the model to enhance the self-regulated online learning environment. The extended POEE scaffolding approach, in this study, has been conceptualized as an implicit guide to support the process of guided inquiry for learning particular science concepts. Digital tools were sourced and integrated into this design framework to substitute for the support typically offered by teachers and peers in classrooms.

The findings suggest that the POEE pedagogical design facilitated the inquiry process through promoting self-regulation and engaged exploration. It also promoted positive emotions in students towards the scaffolded learning modules.

Integrating technologies that benefit students differentially in educational settings remains a considerable challenge. More specifically, in science education, an appropriate inquiry learning context that allows access to well informed pedagogical design is imperative. The application of this inquiry-based scaffolding framework can inform educators in the process of creating their own instructional designs and contexts to provide more effective guided learning.

To advance the learning of professional practices in teacher education and medical education, this conceptual paper aims to introduce the idea of representational scaffolding for digital simulations in higher education.

This study outlines the ideas of core practices in two important fields of higher education, namely, teacher and medical education. To facilitate future professionals’ learning of relevant practices, using digital simulations for the approximation of practice offers multiple options for selecting and adjusting representations of practice situations. Adjusting the demands of the learning task in simulations by selecting and modifying representations of practice to match relevant learner characteristics can be characterized as representational scaffolding. Building on research on problem-solving and scientific reasoning, this article identifies leverage points for employing representational scaffolding.

The four suggested sets of representational scaffolds that target relevant features of practice situations in simulations are: informational complexity, typicality, required agency and situation dynamics. Representational scaffolds might be implemented in a strategy for approximating practice that involves the media design, sequencing and adaptation of representational scaffolding.

The outlined conceptualization of representational scaffolding can systematize the design and adaptation of digital simulations in higher education and might contribute to the advancement of future professionals’ learning to further engage in professional practices. This conceptual paper offers a necessary foundation and terminology for approaching related future research.

This study aims to comprehend vocational preservice teachers' recalled experiences with the Cooperative Problem-based Learning (CPBL) pedagogical approach in an entrepreneurship course and to reveal how these experiences will impact their future teaching practice. The course under study intends to improve preservice teachers' entrepreneurial attitudes while equipping them with the skills necessary to create a comparable teaching strategy at school after graduation.

This study used the semi-structured interview data to triangulate the qualitative data collected from the students' reflection journals. The data were thematically analyzed whereas the codes with comparable elements were combined, resulting in themes that describe the relevance of scaffolding used with each component of the MUSIC motivational model.

The results revealed that the student teachers who took part in the research stated in their comments how the scaffolds used in the CPBL sessions impacted their learning. Additionally, they could articulate the experiences that strengthened their perceptions regarding entrepreneurs and entrepreneurship education.

By implementing scaffolded CPBL in entrepreneurship course during the teacher preparation program, the preservice teachers would be able to put a similar approach into the practice of their future teaching profession in guiding students to accomplish instructional outcomes.

This study highlights the importance of providing more innovative practices for entrepreneurship education across teacher preparation curricula to help develop the skills necessary for entering the future profession. The findings also emphasize the value of scaffolding in PBL, including expert, peer and activity design scaffolding. It also completes the body of research indicating that PBL-based entrepreneur education instruction can help students develop their entrepreneurial skills and attitudes while also providing a great chance to improve their teaching abilities.

This paper aims to lay out the goals and challenges in using information for ambitious learning practices.

Through a review of the literature, the authors integrate across learning, information sciences and instructional design to identify challenges and possibilities for information searching and sense-making in ambitious learning practices (ALPs).

Learners face a number of challenges in using information in ALPs such as a problem-based learning. These include searching and sourcing, selecting information and sense-making. Although ALPs can be effective, providing appropriate scaffolding, supports and resources is essential.

To make complex ALPs available to a wide range of learners requires considering the information literacy demands and how these can be supported. This requires deep understanding and integration across different research literature areas to move toward solutions.

In this chapter, we present a framework of inclusive pedagogy to foster education for global citizenship. We argue that certain conditions must be in place for students in higher education classrooms to engage critical issues, wrestle with difficult questions, and reflect on the ethical implication of their individual and collective action. We discuss how instructors can create these conditions, by focusing on three concrete aspects of instruction: Scaffolding, Interaction, and Noticing. While these aspects are prevalent in literature on effective pedagogy for international and/or multilingual students, we argue that they can benefit all students, preparing them for deep learning, toward the end goal of global citizenship. The pedagogical applications presented through this framework demonstrate the close relationship between Scaffolding, Interaction, and Noticing. Furthermore, we believe that the simplicity of this framework will serve as an accessible point of reference for instructors as they are planning for learning that centers student voices, values diversity in the classroom, and aims to cultivate the knowledge, skills, and values of global citizenship.

This study was intended to ensure learner-centred pedagogy in an open and distance learning environment by applying scaffolding and positive reinforcement techniques.

This study critically analysed the context and current instructional practice of Bangladesh Open University (BOU) via document analysis and literature review. The conceptual framework of this study was adapted from the ADDIE model, i.e. the analysis, design, development, implementation and evaluation model.

The study explored that the instructional practice of BOU was dominated by teacher-centred pedagogy. Hence, to ensure learner-centred pedagogy, the researchers developed three model lesson plans. These lesson plans infused the theoretical directives of scaffolding and positive reinforcement as well as several assessment tasks which can assess the learners’ lower-order and higher-order thinking skills. The researchers also presented possible challenges for the sound implementation of these model lesson plans and suggested pragmatic solutions accordingly.

This study recommended that the combined application of scaffolding and positive reinforcement would effectively ensure learner-centred pedagogy.

This chapter provides guidelines and strategies for higher education faculty and faculty developers who wish to implement inquiry-based teaching models online. The chapter focuses on two specific inquiry-based (IB) instructional models: guided and open inquiry as these two models are considered more relevant to higher education students. The chapter will present validated processes for implementing IB teaching models and consider how these processes can be authentically replicated in online learning environments. The chapter will also examine issues and challenges involved in implementing IB teaching models online. Grounded in the challenges that faculty face in translating their instructional practice in online environments, the chapter suggests strategies and interactive tools to scaffold and model IB learning in online environments.

This study was conducted in ninth- and tenth-grade classrooms with the goal of studying effective scaffolding for improving argumentative writing, both conventional and digital/multimodal.

The author conducted a formative experiment in two high-school classrooms to study ways teachers integrated forms of multimodal composition in their classrooms and provided associated scaffolding.

Findings regarding scaffolding included the embedding of scaffolding in the writing process to blend conventional and digital forms, the use of collaboration as a needed, though resisted, part of this scaffolding, and the consideration of digital tools that mediate students’ argumentative writing.

This study explored the implementation of a multimodal literacies intervention, providing empirical findings to a field that has remained largely theoretical.

Project management skills are important for today’s engineers, as they get involved in various project-based employment roles. The purpose of this paper is to discuss a learning model to provide project management knowledge through scaffolding and project-based learning (PjBL) methods in the project engineering course.

This paper discusses a generic learning model that includes how scaffolding and project-based methods are integrated to provide project management skills to the students. The paper uses the survey method to collect and analyze data on the applicability of the model.

Statistical analysis of the collected data shows that the respondents positively perceive the value of the learning model to gain project management knowledge and skills. The response shows that the model is useful not only to the current students but also the graduates who use project management skills in their employment.

The learning model can be used by the instructors to provide project management skills to undergraduate and graduate students from all education disciplines.

This paper focuses on the development of a unique learning model, and artifacts used by the students and the instructors for interactive learning and gaining skills on project management.

The purpose of this paper is to examine if and how supervisors’ use of two kinds of potential scaffolding means – asking questions and giving instructions – could contribute to fulfilling the scaffolding intention of student independence, in the context of supervision of degree projects within higher education.

The paper is based on qualitative content analysis of two series of supervision meetings between a supervisor and a student in Swedish higher education, comprising a total of eight recorded sessions. The theoretical framework of the paper is centered on scaffolding and independent learning, and central concepts are contingency, fading, transfer of responsibility and student independence.

The analysis shows how the supervisors’ use of questions, and in some respect instructions, could contribute to fulfilling the scaffolding intention of student independence through enabling active participation of both student and supervisor and that the supervision was based on contingency. The analysis further shows that the supervisors tended to become more directive as the work came along, especially when students appeared to be running out of time. The supervision processes did thus not appear to be characterized by fading and transfer of responsibility.

This paper contributes to the research field of higher education through discussing student independence as a potential scaffolding intention within supervision of degree projects, based on recorded supervision meetings. Supervision of degree projects is a highly relevant context for discussing scaffolding, since it combines increased student independence with close interaction between student and supervisor for an extended period.