Online Instructors’ Use of Scaffolding Strategies to Promote Interactions: A Scale Development Study

Cho, Moon‐Heum; Cho, Yunjung

doi:10.19173/irrodl.v17i6.2816

Cited by 31 publications

(24 citation statements)

References 29 publications

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“…One of the approaches that involve synchronous and asynchronous learning is the dialogical model, which is a more persuasive pedagogical approach that demands social interaction and involves students in the collaborative construction of meaning (Institute for Adult Learning, 2017;Ruhalahti, Korhonen, & Rasi, 2017). It is claimed that scaffolding and real-time communication between students, and between students and teachers, can lead to greater dialogue and discussion, enable prompt content delivery and enhance learners' autonomy especially in the context of remote education (Delgaty, 2018;Cho & Cho, 2016;Alharbi, 2017). Proponents of dialogic teaching see the learning process that involves participation, discussions and engaging students in productive dialogue (Anderson, 2017;Wegerif, 2013).…”

Section: Pedagogical Approaches For Emergency Remote Instructionmentioning

confidence: 99%

A Novel Framework for Facilitating Emergency Remote Learning During the COVID-19 Pandemic

Almutairi¹,

Ali²,

Ghuloum³

2021

IES

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In today’s educational landscape educators and administrators are confronted with unprecedented challenges as they have to hastily move education online. Emergency remote teaching is a response to this crisis. However, the research about the efficacy of remote teaching is scarce because of COVID-19 which is a rapidly evolving situation and also because of a lack of clarity about what constitutes instruction during an emergency. Moreover, the actual practices for emergency remote teaching are unclear in the context of Kuwait. This study aims to investigate how educators are implementing emergency remote instruction in order to reshape education during the COVID-19 pandemic in Kuwait where traditional instructional approaches and practices are dominant. Using a case study research design, the researchers delve into educators’ perspectives by collecting qualitative data from interviews. The results indicate that educators used multiple pedagogical approaches to enhance student participation and learning. It also revealed the problematic aspects of remote or distance education. Finally, the results were used to construct and present a Novel Remote Learning Framework, which is an empirically- grounded, theoretically-informed conceptualization of emergency remote instruction which is expected to reshape instruction during the COVID-19 pandemic.

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Section: Pedagogical Approaches For Emergency Remote Instructionmentioning

confidence: 99%

A Novel Framework for Facilitating Emergency Remote Learning During the COVID-19 Pandemic

Almutairi¹,

Ali²,

Ghuloum³

2021

IES

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“…Instructors' scaffolding yang dapat dilakukan dosen adalah mendorong mahasiswa untuk terlibat aktif dan melakukan interaksi dalam proses pembelajaran jarak jauh (Anderson & Elloumi, 2004;Cho & Cho, 2016;Cho & Kim, 2013;Eom & Ashill, 2016;Kauffman, 2015;Wong dkk., 2019). Interaksi yang dilakukan meliputi interaksi antara mahasiswa dengan konten pembelajaran, mahasiswa dengan mahasiswa, dan mahasiswa dengan dosen.…”

Section: Instructors' Scaffoldingunclassified

“…Bedford (2017) menemukan bahwa dengan mengajarkan mahasiswa mengenai kecerdasan dan cara mengembangkannya, maka mahasiswa dapat meningkatkan selfefficacy dan self-regulation. Self-regulated learning juga dapat dipengaruhi oleh instructors' scaffolding, terutama dalam konteks pembelajaran jarak jauh (Anderson & Elloumi, 2004;Cho & Cho, 2016;Cho & Kim, 2013;Eom & Ashill, 2016;Kauffman, 2015;Mullen & Tallent-Runnels, 2006;Wong dkk., 2019).…”

Section: Diskusiunclassified

“…Berdasarkan hasil penelitian, dosen dapat melakukan intervensi terkait instructors' scaffolding untuk dapat meningkatkan regulasi diri pada mahasiswa dalam rangka mencapai tujuan pembelajaran. Metode scaffolding yang dapat dilakukan dosen adalah memberikan respons positif terhadap komentar mahasiswa, menyediakan jadwal untuk mahasiswa berinteraksi dengan rekan dan dosen, dosen mendorong mahasiswa untuk bertanya atau memberikan pendapat, dan sebagainya (Cho & Cho, 2016;Cho & Kim, 2013). Monitoring penerapan instructors' scaffolding juga dapat dilakukan dengan mengevaluasi perkembangan interaksi yang dilakukan oleh mahasiswa, seperti melihat keaktifan mahasiswa atau melihat respons yang diberikan mahasiswa.…”

Section: Saran Praktisunclassified

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Growth mindset, instructors scaffolding, dan self-regulated learning pada pembelajaran jarak jauh selama pandemi COVID-19

Putri

Royanto

2021

JPU

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Pembelajaran jarak jauh semakin banyak digunakan sebagai metode pembelajaran alternatif menggantikan metode belajar tradisional, terutama setelah pandemi COVID-19. Dalam praktiknya, mahasiswa dan dosen akan berjarak, sehingga peranan mahasiswa untuk menampilkan regulasi diri dalam proses belajar menjadi hal yang penting. Penelitian ini bertujuan untuk melihat pengaruh growth mindset dan instructors’ scaffolding dalam meningkatkan self-regulated learning mahasiswa, terutama terkait interaksi antara dosen dan mahasiswa yang dimediasi melalui media daring. Subjek penelitian ini terdiri dari 387 mahasiswa sarjana yang tersebar dalam 10 universitas negeri di Indonesia. Hasil menunjukan bahwa growth mindset dan instructors’ scaffolding secara signifikan memengaruhi self-regulated learning mahasiswasebesar 26%, di mana instructors’ scaffolding menjadi determinan yang lebih kuat daripada growth mindset. Studi ini menginformasikan strategi bagi pendidik untuk melakukan intervensi yang lebih berfokus pada instructors’ scaffolding daripada terkait growth mindset dalam membantu mahasiswa mengembangkan self-regulated learning.

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“…In turn, the lack of peer and learnerinstructor interactions can impact students' motivation and cognitive processes (Schunk, Pintrich, & Meece, 2008). To address the lack of interactivity in an online learning environment, researchers consistently agree that online instructors need to pay special attention to facilitate interactions in an online learning environment (An, Shin, & Lim, 2009;Berge, 1999;Cho & Cho, 2016;Cho & Kim, 2013;Hew, Cheung, & Ng, 2010;Mandernach, Forrest, Babutzke, & Manker, 2009;Moore, 1989).…”

Section: Review Of Related Literaturementioning

confidence: 99%

Increasing Interpersonal Interactions in an Online Course: Does Increased Instructor E-mail Activity and a Voluntary In-Person Meeting Time Facilitate Student Learning?

Cung

Eichhorn

2018

OLJ

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Distance learning is expanding rapidly in universities. While theoretical and qualitative literature stress the critical role of effective interpersonal interactions in motivating students and facilitating learning in online environments, quantitative evidence on the benefits of increased interpersonal interactions on student learning outcomes is limited. This study examines the effect of providing a voluntary meeting time and increasing instructor e-mail activity on student grades in a fully online Pre-Calculus course at a public university. Student selection into courses was minimal since students only had access to one condition at a time. We further use a propensity score matching strategy to address demographic variations in student characteristics across cohorts. Our results indicate that the increased interpersonal interaction opportunities increased final exam scores by 0.22 standard deviations and improved passing rates by 19 percentage points. The Rosenbaum’s sensitivity analysis indicates that it is unlikely that these results are due to omitted variable bias.

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Online Instructors’ Use of Scaffolding Strategies to Promote Interactions: A Scale Development Study

Cited by 31 publications

References 29 publications

A Novel Framework for Facilitating Emergency Remote Learning During the COVID-19 Pandemic

A Novel Framework for Facilitating Emergency Remote Learning During the COVID-19 Pandemic

Growth mindset, instructors scaffolding, dan self-regulated learning pada pembelajaran jarak jauh selama pandemi COVID-19

Increasing Interpersonal Interactions in an Online Course: Does Increased Instructor E-mail Activity and a Voluntary In-Person Meeting Time Facilitate Student Learning?

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