The role of scaffolding in the instructional design of online, self-directed, inquiry-based learning environments: student engagement and learning approaches

Lawrie

2023

Smart Learn. Environ.

Self Cite

Technological innovations and changing learning environments are influencing student engagement more than ever before. These changing learning environments are affecting the constructs of student behavioural engagement in the online environment and require scrutiny to determine how to facilitate better student learning outcomes. Specifically, recent literature is lacking in providing insights into how students engage and interact with online content in the self-regulated environment, considering the absence of direct teacher support. This paper investigates how instructional design, informed by the factors relating to behavioural engagement, can influence the student-content interaction process within the fabric of inquiry-based learning activities. Two online learning modules on introductory science topics were developed to facilitate students’ independent study in an asynchronous online environment. The study revealed that students showed a high commitment to engaging and completing the tasks that required less manipulative and pro-active effort during the learning process. The findings also revealed that instructional guidance significantly improved the behavioural engagement for student groups with prior learning experience in science simulations and technology skills. This study highlights several issues concerning student engagement in a self-regulated online learning environment and offers possible suggestions for improvement. The findings might contribute to informing the practice of teachers and educators in developing online science modules applicable to inquiry-based learning.

Section: Discussionmentioning

confidence: 99%

Section: Instructional Methods Designmentioning

confidence: 99%

Student-content interactions: Exploring behavioural engagement with self-regulated inquiry-based online learning modules

Lawrie

2023

Smart Learn. Environ.

Self Cite

“…Fig. 2 The POEE scaffolding framework with scaffolding elements employed in the current study (Source: Al Mamun et al, 2020;Al Mamun, 2018) self-reported data, it was revealed that many students had prior learning experience with online simulations therefore may possess higher levels of self-efficacy, engagement, and performance than others (Al Al Mamun & Lawrie, 2023). We also anticipated that students who have higher ability levels will benefit more from the feedback and scaffolding provided by the simulation software and online learning platforms.…”

Section: Reflectionmentioning

confidence: 95%

Cognitive presence in learner–content interaction process: The role of scaffolding in online self-regulated learning environments

Lawrie

2023

J. Comput. Educ.

Self Cite

The effectiveness of learner–content interaction in online inquiry depends on the extent student cognitive presence can be fostered. This study sought to understand how scaffolding support enhances cognitive presence during the learner–content interaction process in the online environment. Two learning modules on introductory science concepts were developed incorporating the predict observe explain (POE) pedagogical framework. Students engaged with these learning modules to learn the science concepts independently. Data sources comprised post-module interviews, written responses, and observations of student interactions with the online learning modules. Analysis of discussions revealed that the adopted pedagogical framework can effectively foster student cognitive presence during the learner–content interaction process. Findings further revealed that the scaffolding elements embedded into the learning modules contribute to the emergence of higher levels of cognitive presence especially for the students with prior knowledge. Conversely, this study provides evidence that students may develop misconceptions about the science concepts even with the embedded scaffolding and guidance. This study calls for further research into the continual improvement of the pedagogical approach to stimulate cognitive presence for both advanced and novice learners and reduce the potential risk of misconceptions occurring during the learner–content interaction process.

“…Instructional scaffolding is an effective approach to support self-regulation during the LC interaction process (Al Mamun, 2018). The concept of scaffolding originated in the application of social constructivism as realized in the notion of the zone of proximal development (ZPD) (Vygotsky, 1978) and articulated specifically in the work of Wood et al (1976).…”

Section: Scaffolding Framework To Facilitate the Self-regulated Scien...mentioning

confidence: 99%

“…The POE scaffolding framework proposed by White and Gunstone (1992) is a popular scaffolding framework that can elicit students’ prior knowledge. It is considered as an effective instructional model to support students’ engagement in the inquiry process (Al Mamun, 2018).…”

Section: Scaffolding Framework To Facilitate the Self-regulated Scien...mentioning

confidence: 99%

Fostering self-regulation and engaged exploration during the learner-content interaction process: the role of scaffolding in the online inquiry-based learning environment

2022

ITSE

Purpose 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. Design/methodology/approach 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. Findings 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. Originality/value 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.