Examining the hard, peer, and teacher scaffolding framework in inquiry-based technology-enhanced learning environments:
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Examining the hard, peer, and teacher scaffolding framework in inquiry‑based technology‑enhanced learning environments: impact on academic achievement and group performance Suhkyung Shin1 · Thomas A. Brush2 · Krista D. Glazewski2
© Association for Educational Communications and Technology 2020
Abstract The purpose of this study was to examine how students’ academic achievement and group performance related to their perceptions of the usefulness of hard, peer, and teacher scaffolds. A single instrumental case approach that integrated quantitative and qualitative analysis was employed for this study, which involved data gathered from 163 students in a ninth-grade biology course. Statistical results suggest that the students’ perceived usefulness of hard scaffolding, followed by peer scaffolding, was the most significant variable to predict individual academic achievement. However, only the perceived usefulness of peer scaffolding was found to be a significant predictor of group performance. This finding empirically points to the positive impact that student perceptions of the usefulness of hard, peer, and teacher scaffolds may have on students’ individual academic achievement and group performance in IBL (inquiry-based learning) activities. Keywords Inquiry-based learning · Hard scaffolding · Teacher scaffolding · Peer scaffolding · Technology-enhanced classroom
Introduction Inquiry-based learning (IBL) is a form of active learning that starts with students posing questions about a particular topic. By engaging in inquiry activities, students pursue the answers to their questions and come to understand they can take responsibility for their learning. IBL has been considered an effective instructional model to promote critical * Suhkyung Shin [email protected] Thomas A. Brush [email protected] Krista D. Glazewski [email protected] 1
Hanyang University, 222 Wangsimni‑ro, Sageun‑dong, Seongdong‑gu, Seoul 04763, South Korea
2
Indiana University, 201 N. Rose Ave., Bloomington, IN 47405, USA
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thinking, reasoning, and problem-solving (Kim and Hannafin 2004; Savery and Duffy 1996; Singer et al. 2000). In IBL, students have responsibility for setting learning goals, and managing and monitoring their activities to meet those goals (Hannafin et al. 1999; Palincsar and Brown 1984; Palincsar et al. 1987). However, due to the characteristics of the student-oriented, open-ended inquiry process, students may experience difficulties with limited guidance from a teacher, especially when they do not have sufficient prior knowledge and experience (Kirschner et al. 2006; Sweller 2010), and require significant scaffolding to work through problem-solving processes (Kim and Hannafin 2011a). Scaffolding can be defined as assistance from adults or experts that enables students to achieve what is beyond their ability to accomplish independently (Wood et al. 1976). From a social constructivists perspective, scaffolding comprises all those student–teacher interactions that help student
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