The Reciprocal Determinism of Online Scaffolding in Sustaining a Community of Inquiry in Physics

Autor/in	Bautista, Romiro G.
Titel	The Reciprocal Determinism of Online Scaffolding in Sustaining a Community of Inquiry in Physics
Quelle	In: Journal of Technology and Science Education, 3 (2013) 2, S.89-97 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2014-5349
Schlagwörter	Scaffolding (Teaching Technique); Correlation; Computer Mediated Communication; Questionnaires; Electronic Learning; Formative Evaluation; Classroom Communication; Summative Evaluation; Physics; Science Instruction; College Students; Outcomes of Education; Communities of Practice; Socialization; Social Theories; Student Attitudes; Online Courses; Foreign Countries; Bahrain + Suchen Sie Ihr Suchwort? Korrelation; Computerkonferenz; Fragebogen; Klassengespräch; Physik; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Collegestudent; Lernleistung; Schulerfolg; Community; Socialisation; Sozialisation; Gesellschaftstheorie; Schülerverhalten; Online course; Online-Kurs; Ausland
Abstract	This study investigated the learning impact of online scaffolding 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 efficacy through online scaffolding 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 scaffolding, and a highly to very-highly positive correlation to their performance in classroom interaction, formative assessment and summative evaluations. (As Provided).
Anmerkungen	Journal of Technology and Science Education. ESEIAAT, Department of Projectes d'Enginyeria c/Colom 11, 08222 Terrassa, Spain. e-mail: info@jotse.org; e-mail: info@omniascience.com; Web site: http://www.jotse.org/index.php/jotse
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01