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Open Learning Environments: Foundations, methods, and models
... The Zone of Proximal Development (Bekiryazıcı, 2015) As instructors play roles in language teaching as facilitators, the instructors are required to consider and employ effective methods to support students in language learning to achieve success in language development. Therefore, four types of scaffolding categorised by Hannafin et al. (1999) were used in this study, that is, conceptual, metacognitive, strategic, and procedural. First, conceptual scaffolding helps students consider and prioritise important concepts to handle learning problems. ...
... Stage 4: PME Processes (Adapted from Hannafin et al., 1999) ...
... Conceptual scaffolding helped students consider and prioritise important concepts in learning. When their concepts are well-organised, the students can understand the target knowledge and deal with problems in learning (Hannafin et al., 1999). ...
Students have the potential to progress to a higher level in their language learning and development. To test this hypothesis, this research aims to 1) examine how scaffolding techniques improve English as a Foreign Language (EFL) students' understanding of conditional sentences, and 2) investigate the students' attitudes towards the use of scaffolding techniques in the if-conditional instruction. The participants were 27 English major students in a public university in Thailand. Two instruments were used to collect the data: two sets of tests on conditional sentences and a questionnaire. The data were analysed by using the SPSS software (version 20) and were converted into mean scores and standard deviations. The results from a paired t-test demonstrated that there were significant differences between the pre-test and post-test. Thus, it can be indicated that scaffolding techniques, namely, conceptual, metacognitive, strategic, and procedural could reinforce the students' grammatical knowledge of conditional sentences. Additionally, the results from the questionnaire acknowledged that the students had positive attitudes towards the use of scaffolding techniques in the if-conditional instruction. Therefore, scaffolding techniques can be regarded as effective techniques that help EFL students overcome their grammatical difficulties with if-conditionals and reach higher achievement in their language learning.
... According to Vygotsky (1978), scaffolding is the role of a guide played by the teacher so that students achieve proximal development goals (Cited by Haataja et al., 2019). Hannafin et al. (1999) described scaffolding as a process in which efforts to learn are supported. In other words, scaffolding makes an unattainable situation attainable for the student through specific support and counseling mechanisms provided by an expert, and when the student reaches the goal, support and counseling are reduced (van Merriënboer & Kirschner, 2018). ...
... Moreover, the employment of mobile technologies in the classroom can have the potential for students to self-guide within a technologically supported environment of support without a need for expert assistance. Hannafin et al. (1999) classified the scaffolding types as conceptual (supportive) scaffolding, metacognitive (reflective) scaffolding, operational (procedural) scaffolding, and strategic (internal) scaffolding to support student learning. Moreover, Çağıltay (2006) discussed using these scaffolding techniques in electronic performance support systems. ...
... Conceptual (supportive) scaffolding is associated with the analysis of the task, the issues that should be considered, and the establishment of correlations between the data, and it is designed to assist students in reasoning by providing clues (Çağıltay, 2006;Hannafin et al., 1999;Jumaat & Tasir, 2014). A conceptual scaffold is provided through various methods. ...
In the study, problem-solving educational software (ProSES) was developed to reduce the challenges and mistakes experienced by primary school third-grade students in mathematical problem solving and to provide scaffolding and hint support for teacher help for the students using mobile technologies. The study aimed to determine the impact of the employment of this educational software on academic achievements and cognitive load of the students. The study was conducted with the experimental design, a quantitative research method, with 130 third grade students during the 2019–2020 academic year fall semester. Based on the study aim, ProSES was employed in two experimental and one control groups. All group members were assigned with simple random sampling method. Mental effort scale, task completion speed and academic achievement test were used to collect the study data. The findings showed that scaffolding was effective in academic achievement. Thus, this study adds to the current literature by showing that mobile scaffolding effective to improve students’ problem solving in mathematical problems of teacher support in primary education.
... The reflective scaffolding function, also known as metacognitive scaffolding function, guides students on how to think, plan and reflect on the learning task (Cagiltay, 2006). Some ways to achieve reflective scaffolding in online learning environments are to provide students with templates for planning how to carry out or approach the task, with criteria to determine the weaknesses and strength of their answers, or with reflective question prompts on the task (Belland, 2016;Hannafin et al., 2013). Conceptual scaffolding helps students with the necessary information on what to think during the task engagement (Hannafin et al., 2009). ...
... Strategic scaffolding encourages students to realise and use strategies and alternative ways to complete the task . For strategic scaffolding, Hannafin et al. (2013) and Stavredes and Herder (2014) suggested providing hints on how to analyse and approach the learning task, alternative explanations of the concepts, expert advice and attaching further readings about the topic. Finally, procedural scaffolding serves two purposes. ...
... Secondly, educators should consider students' psychological needs during online teaching, as their perception of these needs directly impacts their learning outcomes [93]. For instance, educators can boost students' self-efficacy, motivation, and confidence through actionable learning goals, adequate learning resources, and support, as well as by encouraging students to overcome challenges [57]. ...
In the process of educational practice in the digital age, the higher education system has shifted to the online model, and the training of college students’ deep learning has become the core issue. While online teaching offers great possibilities for education, its inherent lack of interaction has always been a major limiting factor in its effectiveness. To address this challenge, interactive pedagogy is an interaction-based teaching model in which students learn knowledge more effectively through communication and interaction with teachers and classmates, which helps to improve students’ learning abilities. This study, rooted in the theoretical framework of self-determination theory and utilizing structural equation modeling for empirical analysis, seeks to investigate the influence of online interactive teaching on deep learning among university students. The research reveals that interactive teaching significantly and directly contributes to deep learning, while the fulfillment of university students’ three fundamental psychological needs indirectly fosters deep learning by fostering intrinsic motivation. This study uncovers novel dimensions of factors influencing deep learning and underscores the vital role of interactive teaching in fostering deep learning among university students. Moreover, this not only deepens the application of self-determination theory in education but also provides valuable theoretical support for online education practices.
... Some researchers e.g. (Hannafin et al., 1999;Molenaar et al., 2010) have classified scaffolding based on their distinct functions, including procedural, conceptual, and metacognitive scaffolding. Procedural scaffolding assists learners in utilising specific tools or resources; conceptual scaffolding aids learners in building conceptual understanding and navigating complex concepts/ problems; metacognitive scaffolding supports learners in monitoring and regulating their learning processes. ...
In this paper, we introduce an epistemic scaffolding framework for
understanding the nature of support for epistemic growth in
science. Our framework distinguishes between two patterns of
epistemic scaffolding: implicit and explicit. Implicit epistemic
scaffolding encompasses support integrated into contexts,
activities, discourse, or tools, exerting an unconscious influence
on learners’ epistemic thinking and practices. On the other hand,
explicit epistemic scaffolding involves intentionally explicating
the underlying epistemology of learners’ knowledge work. This
can manifest in various ways, such as explicit in epistemic
structure, explicit in epistemic criteria, and explicit in epistemic
goals. Building on the distributed and synergistic scaffolding
framework, we also propose a design model to illustrate how
explicit and implicit epistemic scaffolding can work together to
optimise the support for epistemic growth in science.
... University education turns to competence-based ESD [20] as it is outcome-oriented [21] and can help the professionalization of students -future professionals [22]. Competence-based education is an approach to learning that focuses on the development of specific skills and abilities, rather than just acquiring knowledge. ...
Developing sustainability competences is an important endeavor for education, as competence development can be complex and requires appropriate approaches. In the case of preparing future educators, this becomes even more important, because of their multiplier role. The current study presents how a project, based on living-lab methodology, helped preservice preschool teachers, attending a course on sustainability issues, develop sustainability-specific professional action competence. Students collaborated with an organization and a school and were trained to deliver to 6-year-old pupils, activities concerning the protection of sea turtles. The process included reflection, based on a given template. After the intervention, the preservice preschool teachers reflected upon their role and professional performance and discussed how they, benefited from this project. They further analyzed through a group interview, how the Living Lab methodology raised their professional confidence and self-efficacy, and helped them develop content knowledge, pedagogical content knowledge, and a sense of purpose and motivation for teaching about sustainability. Outcomes indicate that participants felt confident and efficacious to teach about sustainability, and developed their content knowledge, pedagogy content knowledge, motivation, and volition due to a strong sense of purpose and responsibility. The overall process facilitated the development of critical thinking, systemic thinking, reflection, and collaboration..
... A promising approach for higher education, providing an authentic learning environment that can enable the development of SE-specific action competence for preservice teachers, is the living-labs approach. Living labs incorporate the idea of scaffolding [22] and include partnerships between learners, practitioners, and other parties that facilitate preservice teachers' learning in real professional settings. ...
Developing sustainability competences is an important endeavor for education, as competence development can be complex and requires appropriate approaches. In the case of preparing future educators, this becomes even more important, because of their multiplier role. The current study presents how a project, based on the living-lab methodology, helped preservice preschool teachers attending a course on sustainability issues develop sustainability-specific professional action competence. Students collaborated with an organization and a school and were trained to deliver, to 6-year-old pupils, activities concerning the protection of sea turtles. The process included reflection based on a given template. After the intervention, the preservice preschool teachers reflected upon their role and professional performance and discussed how they benefited from this project. They further analyzed, through a group interview, how the living-lab methodology raised their professional confidence and self-efficacy and helped them develop content knowledge, pedagogical content knowledge, and a sense of purpose and motivation for teaching about sustainability. Outcomes indicate that participants felt confident and efficacious to teach about sustainability and developed their content knowledge, pedagogy content knowledge, motivation, and volition due to a strong sense of purpose and responsibility. The overall process facilitated the development of critical thinking, systemic thinking, reflection, and collaboration.
Computer science is often integrated within early childhood education (ECE) through the use of educational robots. This requires adequate preparation of ECE teachers to program and debug, which can be done with scaffolding. In this paper, we use a QUANT + qual mixed method approach incorporating lag sequential analysis, ICAP framework coding, sentiment analysis, and supplementary qualitative analysis. Students tended to engage more with tasks in the revision and evaluation phases than in the exploration phase, and became less dependent on scaffolding prompts and more competent in debugging, as debugging task complexity increased. This study addresses a key gap in the scaffolding literature in that it examined learners’ interactions with scaffolding for evidence of decreased reliance on scaffolding.
The article argues that it is necessary to move e-learning beyond learning management systems and engage students in an active use of the web as a resource for their self-governed, problem-based and collaborative activities. The purpose of the article is to discuss the potential of social software to move e-learning beyond learning management systems. An approach to use of social software in support of a social constructivist approach to e-learning is presented, and it is argued that learning management systems do not support a social constructivist approach which emphasizes self-governed learning activities of students. The article suggests a limitation of the use of learning management systems to cover only administrative issues. Further, it is argued that students' self-governed learning processes are supported by providing students with personal tools and engaging them in different kinds of social networks.
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