scholarly journals A Meta-Analysis of Scaffolding Effects in Online Learning in Higher Education

2020 ◽  
Vol 21 (3) ◽  
Author(s):  
Min Young Doo ◽  
Curtis Bonk ◽  
Heeok Heo
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Learning Environment ◽  
Learning Outcomes ◽  
Meta Analysis ◽  
The United States ◽  
Cognitive Domain ◽  
Online Learning Environment ◽  
Cognitive Domains ◽  
Diverse Groups

The significance of scaffolding in education has received considerable attention. Many studies have examined the effects of scaffolding with diverse groups of participants, purposes, learning outcomes, and learning environments. The purpose of this research was to conduct a meta-analysis of the effects of scaffolding on learning outcomes in an online learning environment in higher education. This meta-analysis included studies with 64 effect sizes from 18 journal articles published in English, in eight countries, from 2010 to 2019. The meta-analysis revealed that scaffolding in an online learning environment has a large and statistically significant effect on learning outcomes. The meta-cognitive domain yielded a larger effect size than did the affective and cognitive domains. In terms of types of scaffolding activities, meta-cognitive scaffolding outnumbered other types of scaffolding. Computers as a scaffolding source in an online learning environment were also more prevalent than were human instructors. In addition, scholars in the United States have produced a large portion of the scaffolding research. Finally, the academic area of language and literature has adopted scaffolding most widely. Given that effective scaffolding can improve the quality of learning in an online environment, the current research is expected to contribute to online learning outcomes and learning experiences.

scholarly journals A case study of an adult learner with ASD and ADHD in an undergraduate online learning environment

2015 ◽  
Vol 31 (2) ◽  
Author(s):  
Christopher A Meyers ◽  
Richard G Bagnall
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Learning Environment ◽  
Older Workers ◽  
Adult Learner ◽  
Autism Spectrum ◽  
Online Learning Environment ◽  
Learning Needs ◽  
Hyperactivity Disorder

<p>The contemporary need for older workers to participate in education and training programs to increase their employability has exposed many of them to learning opportunities involving online learning in higher education. This paper reports research into the issues and experiences of an adult learner with autism spectrum disorder (ASD) and attention-deficit/hyperactivity disorder (ADHD) engaging in undergraduate online learning. The issues and experiences were identified through the use of inductive, in-depth interpretive phenomenological analysis (IPA), as part of a larger study. The profile of the target student was very different from the other nine participants in the study, and was interpreted as principally related to disorientation within his online learning environment. Three types of disorientation were identified – navigational, contextual, and procedural – each of which presented strategies for its mitigation. The research revealed a significant disjunction between the characteristics of the learner’s online learning environment and his learning needs and preferences, which has implications for the design and development of inclusive online learning environments in higher education.</p>

scholarly journals Student Empowerment In An Online Program

2011 ◽  
Vol 3 (4) ◽  
pp. 47 ◽  
Author(s):  
Mary Brown ◽  
Peter Kiriakidis
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Learning Environment ◽  
Computer Mediated Communication ◽  
Communication Technologies ◽  
Online Learning Environment ◽  
Mediated Communication ◽  
Policy And Practice ◽  
Online Student ◽  
Computer Mediated

Given that online higher education is a competitive marketplace, this paper discusses how to ensure online student success. Within the online learning environment, the following may create the vitality of the online institution: (a) The online learning environment; (b) The role of the instructor; (c) Learning Communities; (d) Computer-mediated Communication Technologies; and (e) Policy and practice. These factors may be managed by the institution of higher education, the faculty member, or the learner; however, a commitment is needed by all stakeholders in the program.

Interpersonal Assessment

2011 ◽  
pp. 259-278
Author(s):  
Aditya Johri
Keyword(s):  
Online Learning ◽  
Learning Environment ◽  
Learning Outcomes ◽  
Class I ◽  
Online Learning Environment ◽  
Future Directions ◽  
Group Assessment ◽  
Online Class ◽  
Face To Face

This chapter introduces and discusses the concept of interpersonal assessment.Interpersonal assessment refers to the act of assessing what other participantsin an online learning environment know and how they behave. Interpersonalassessment is critical for successful learning outcomes, especially incollaborative groups, since students need to know what others in a groupknow and how they act to be able to work them. Moreover, knowledge aboutparticipants has implications for self, peer, and group assessment. Althoughinterpersonal assessment is important for both online and traditionallearning environments, it is often more difficult to assess others in onlinelearning environments due to the lack of face-to-face interaction, mediatedcues, and unshared contexts. In this chapter, I review the literature tosupport this thesis theoretically and look at evidence from preliminary dataanalysis of an online class. I also suggest future directions for researchand practice.

Pre-Service Teachers Engaging with Twitter as a Professional Online Learning Environment

2016 ◽  
pp. 1434-1464
Author(s):  
Narelle Lemon
Keyword(s):  
Higher Education ◽  
Social Media ◽  
Online Learning ◽  
Learning Environment ◽  
Peer Interactions ◽  
Online Learning Environment ◽  
Learning Content ◽  
Teachers And Students ◽  
Over Time

New ways of utilizing technology in the online space are challenging different ways teachers and students can interact with each other and learning content. Social media is one such technology that is a flexible and powerful tool in higher education; however, as yet, it is still under-researched. Twitter challenges notions of public global dialogue, continuous discussions in the online space beyond the four walls of a physical classroom, and the role of peer-to-peer interactions. This chapter discusses a project that aimed to address the need to understand more deeply what happens pedagogically in the classroom when integrating Twitter into learning activities. The case shared is of one undergraduate second-year class located in Teacher Education. The change over time with students' ability to professionally engage with Twitter demonstrated a shift in being able to confidently participate and critically think about this social media as a valuable online learning environment.

Setting the Stage for Success in an Online Learning Environment

2021 ◽  
pp. 53-59
Author(s):  
Maria Orlando ◽  
Linda Howard
Keyword(s):  
Higher Education ◽  
Academic Achievement ◽  
Online Learning ◽  
Learning Environment ◽  
Student Learning ◽  
Online Learning Environment ◽  
Traditional Classrooms ◽  
Pedagogical Strategies ◽  
Self Regulated Learning ◽  
Regulated Learning

Online learning in higher education has become increasingly popular because of the convenience and flexibility that it provides. Self-regulated learning, which requires students to plan, monitor, and assess their own learning, has been recognized as a key predictor of academic achievement and motivation in student learning. Few students, however, naturally do this. In order to guide students to become self-regulated learners and for these experiences to be successful for both the students and the instructor, instructors should use pedagogical strategies that differ slightly from those they have used in traditional classrooms. The purpose of this chapter is two-fold: to identify some of the challenges presented to students in an online learning environment and to give an overview of some possible solutions that an instructor can implement in order to address those challenges and give students tools to help them to become self-regulated learners.

scholarly journals Relationship between learning outcomes and online accesses

2004 ◽  
Vol 20 (3) ◽  
Author(s):  
Pannee Suanpang ◽  
Peter Petocz ◽  
Anna Reid
Keyword(s):  
Online Learning ◽  
Learning Environment ◽  
Learning Outcomes ◽  
Learning System ◽  
Clear Relationship ◽  
Online Learning Environment ◽  
Online Study ◽  
Business Statistics ◽  
E Learning ◽  
The Relationship

<span>This paper reports on a study carried out in Thailand investigating the relationship between students' use of an e-learning system and their learning outcomes in a course on Business Statistics. The results show a clear relationship between accesses to the e-learning system, as measured by number of "hits", and outcomes, as measured by final results. While the results do not establish a direct casual connection, they indicate that under appropriate conditions a component of online study provides significant benefits to learning. In this, it contrasts with the results of recent studies that find no relationship between access and results. Quotes taken from interviews with some of the students illuminate the relationship between the online learning environment and their own learning.</span>

Investigation of Higher Education Student Perceptions of Social Presence and Motivations in Online Learning Environments

2022 ◽  
pp. 341-362
Author(s):  
Murat Çoban
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Learning Environment ◽  
Student Perceptions ◽  
Learning Environments ◽  
Social Presence ◽  
Online Learning Environment ◽  
Education Student ◽  
Online Learning Environments ◽  
The Social

This chapter determines the social presence perceptions and motivation levels of higher education students participating in the online learning environment and reveals the possible causes that affect these variables. According to the findings obtained from the study in which the explanatory design was used among the mixed research methods, it was concluded that the social presence perceptions of the participants were lower compared to their motivation. Besides, it was found out that there is a positive relationship between social presence and motivation variables. According to the qualitative findings, the majority of the participants stated that they were not satisfied with distance education, encountered technical and hardware problems, and the online learning environment was not effective enough in the context of communication and interaction. The research results contribute to the literature in terms of the effectiveness of online learning environments.

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