Instructors’ conceptualization and implementation of scaffolding in online higher education courses

被引：0
作者：
Jennifer C. Richardson
Secil Caskurlu
Daniela Castellanos-Reyes
Suzhen Duan
Mohammad Shams Ud Duha
Holly Fiock
Yishi Long
机构：
[1] Purdue University,Department of Curriculum and Instruction, College of Education
[2] Michigan State University,Department of Counseling, Educational Psychology and Special Education
[3] Purdue University,Department of Curriculum and Instruction, College of Education
[4] Purdue University,Department of Curriculum and Instruction, College of Education
[5] Purdue University,Department of Curriculum and Instruction, College of Education
[6] Purdue University,Department of Curriculum and Instruction, College of Education
[7] Purdue University,Department of Curriculum and Instruction, College of Education
来源：
Journal of Computing in Higher Education | 2022年 / 34卷
关键词：
Online learning; Scaffolding; Scaffolding in higher education; Case study;
D O I：
暂无
中图分类号：
学科分类号：
摘要：
This multiple case study explores how instructors conceptualize and employ scaffolding in online courses. Participants included full time faculty (n = 4) who have designed and taught at least one online course within the past 12 months. Data sources included pre-interview surveys, semi-structured interviews, and online course observations. Data were analyzed by employing a general analytical strategy for developing a case description (Yin, 2018). The results showed that (a) instructors define scaffolding as a support to help students achieve course outcomes and (b) instructors implement different types of scaffolding (i.e., conceptual, metacognitive, procedural, strategic, and motivational) in hard and soft scaffolding forms. The results also showed that instructors' conceptualization and implementation of scaffolding differed based on their discipline and teaching philosophy, and the unique features of online courses. Implications for practice and research are discussed.
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页码：242 / 279
页数：37
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