The Reciprocal determinism of online scaffolding in sustaining a community of inquiry in physics
Tipus de documentArticle
EditorUniversitat Politècnica de Catalunya. Institut de Ciències de l'Educació
Condicions d'accésAccés obert
This study investigated the learning impact of online scafolding in sustaining a community of inquiry in Physics instruction. The students’ a-priori e-learning activities in online discussion were used in leveraging the learning behaviors of the students. Online learning segments were included in the process of developing classroom tasks vis-à-vis with the course intended learning outcomes. This was done in a collegial, constructive and democratic learning towards classroom efcacy through online scafolding techniques. Two sections of 34 students enrolled in NATSC1D (University Physics 1) were used in this study. A questionnaire was adopted in determining the perceived relative magnitude of advantages of the online discussion. Pearson-r correlation results showed a very-highly positive correlation between the students’ a-priori e-learning experiences in online discussion and their success in online scafolding, and a highly to very-highly positive correlation to their performance in classroom interaction, formative assessment and summative evaluations.
CitacióBautista, Romiro G. The Reciprocal determinism of online scaffolding in sustaining a community of inquiry in physics. "JOTSE: Journal of technology and science education", Setembre 2013, vol. 3, núm. 2, p. 89-97.