Scaffolding in Online Higher Education Courses: Insights From Faculty

• In Event: AERA Roundtable Session 1
  In Roundtable Session: Understanding Issues in Online Instructional Design

Abstract

This multiple case study explores how instructors conceptualize and employ scaffolding in online courses. Participants included four full-time faculty who have designed and taught at least one online course within the past 12 months. Data sources included pre-interview surveys, semi-structured interviews, and online course observations. Utilizing a general analytical strategy for developing a case description (Yin, 2018), the results showed that (a) instructors define scaffolding as a support to help students achieve course outcomes and (b) instructors implement different types of scaffolding (i.e., conceptual, metacognitive, procedural, strategic, and motivational) in hard and soft scaffolding forms. The results also showed that instructors' conceptualization and implementation of scaffolding differed based on their discipline and teaching philosophy. Implications for practice and research are discussed.

Authors

• Jennifer C. Richardson, Purdue University

• Secil Caskurlu, Michigan State University

• Daniela Castellanos-Reyes, Purdue University

• Suzhen Duan, Purdue University

• Mohammad Shams Duha, Purdue University

• Holly Fiock, Purdue University

• Yishi Long, Purdue University