Scaffolding Junior Middle School Students’ Engagement in Online Project-based Learning During the COVID-19 Pandemic: A Case Study from East China

Abstract

During the COVID-19 pandemic, online learning has experienced increasing utilization and poses new challenges for schoolteachers to engage students. Project-based Learning (PBL) is widely acknowledged as an effective pedagogy for motivating and involving students. However, few studies have examined scaffolds that facilitate student engagement in the context of distance PBL. This mixed-method study was conducted with grade 7 teachers and students in a junior middle school in East China from March 2020 to April 2020. Qualitative analysis was employed in interviews with 2 teachers and 21 students. Quantitative analysis was used to visualize the self-reflection reports of 39 students. The findings suggest that the scaffolds of teacher direction, technology support, peer collaboration, and parental assistance play a significant role. In addition, specific scaffolding within the above categories was revealed. The results highlight the problem-oriented, methodological, and synthesized application of various scaffold(ing)s in engaging students and emphasize that scaffolding students emotionally is the core issue to support engagement for remote learning.

Evaluating Students' Experiences with Project-Based Learning in Online Educational Contexts

“…According to Ismail et al (2024), McLaughlin et al (2024, and Zhang et al (2024), PjBL aligns with constructivist principles by situating learning within real-world contexts, where students collaborate to solve complex problems, apply theoretical concepts, and construct meaning through hands-on experiences. Additionally, sociocultural theory underscores the importance of social interaction and collaborative learning in cognitive development, highlighting the role of peers, mentors, and community members in scaffolding learning experiences within online PjBL environments (Al-Bahadli et al, 2023;do Amaral et al, 2023;Mielikäinen & Viippola, 2023;Zhong & Lyu, 2022).…”

Exploring Teachers' Perspectives on Their Role in Facilitating Project-Based Learning: A Comparative Study of Elementary, Middle, and High School

“…Recent trends in PjBL research include a focus on integrating technology, fostering equity and inclusion, and promoting interdisciplinary collaboration (Crawford et al, 2024;McLaughlin et al, 2024;Zhang et al, 2024;Zhong & Lyu, 2022). Researchers have explored innovative ways to leverage technology to enhance PjBL experiences with the widespread adoption of digital tools and online platforms.…”