一种用于完全在线课程的技术增强的脚手架教学设计

IF 3.3 3区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH
Juan Yang, Rui Jiang, Han Su
{"title":"一种用于完全在线课程的技术增强的脚手架教学设计","authors":"Juan Yang, Rui Jiang, Han Su","doi":"10.14742/ajet.6991","DOIUrl":null,"url":null,"abstract":"The COVID-19 pandemic has forced teachers to implement fully online teaching. This study reviewed the popular technologies that are used in online learning, as well as the advantages and difficulties of applying fully online courses for formal education. Based on this research background, this study proposed a nested scaffolding design of an online course for 215 college students in China with the help of six technological tools, which effectively replaced face-to-face interactions and significantly improved the usage of the supporting learning platform. The inner-outer learning cycles supported by the technological tools improved the quality of the scaffolding conversations, reduced the scaffolding time cost that teachers had to expend and enhanced the effectiveness of the individualised scaffolding instructions.\nImplications for practice or policy:\n\nFirst-year students’ learning outcomes can be improved by the scaffolding support from Web 2.0 resource URLs, a small private online course, and EducCoder resources.\nCourse leaders should construct at least 3–5 stage-wise evaluations to deconstruct the big learning process into several observable learning cycles, making the Kolb (1984) cycles controllable.\nAssessors may need to consider involving various exercises, such as quizzes, online experiments and synthesised tasks to facilitate students’ learning.\n","PeriodicalId":47812,"journal":{"name":"Australasian Journal of Educational Technology","volume":" ","pages":""},"PeriodicalIF":3.3000,"publicationDate":"2022-10-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"1","resultStr":"{\"title\":\"A technology-enhanced scaffolding instructional design for fully online courses\",\"authors\":\"Juan Yang, Rui Jiang, Han Su\",\"doi\":\"10.14742/ajet.6991\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"The COVID-19 pandemic has forced teachers to implement fully online teaching. This study reviewed the popular technologies that are used in online learning, as well as the advantages and difficulties of applying fully online courses for formal education. Based on this research background, this study proposed a nested scaffolding design of an online course for 215 college students in China with the help of six technological tools, which effectively replaced face-to-face interactions and significantly improved the usage of the supporting learning platform. The inner-outer learning cycles supported by the technological tools improved the quality of the scaffolding conversations, reduced the scaffolding time cost that teachers had to expend and enhanced the effectiveness of the individualised scaffolding instructions.\\nImplications for practice or policy:\\n\\nFirst-year students’ learning outcomes can be improved by the scaffolding support from Web 2.0 resource URLs, a small private online course, and EducCoder resources.\\nCourse leaders should construct at least 3–5 stage-wise evaluations to deconstruct the big learning process into several observable learning cycles, making the Kolb (1984) cycles controllable.\\nAssessors may need to consider involving various exercises, such as quizzes, online experiments and synthesised tasks to facilitate students’ learning.\\n\",\"PeriodicalId\":47812,\"journal\":{\"name\":\"Australasian Journal of Educational Technology\",\"volume\":\" \",\"pages\":\"\"},\"PeriodicalIF\":3.3000,\"publicationDate\":\"2022-10-30\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"1\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Australasian Journal of Educational Technology\",\"FirstCategoryId\":\"95\",\"ListUrlMain\":\"https://doi.org/10.14742/ajet.6991\",\"RegionNum\":3,\"RegionCategory\":\"教育学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q1\",\"JCRName\":\"EDUCATION & EDUCATIONAL RESEARCH\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Australasian Journal of Educational Technology","FirstCategoryId":"95","ListUrlMain":"https://doi.org/10.14742/ajet.6991","RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
引用次数: 1

摘要

新冠肺炎疫情迫使教师实施全面在线教学。本研究回顾了在线学习中使用的流行技术,以及将完全在线课程应用于正规教育的优势和困难。基于这一研究背景,本研究在六种技术工具的帮助下,为中国215名大学生的在线课程提出了嵌套脚手架设计,有效地取代了面对面的互动,并显著提高了支持学习平台的使用率。技术工具支持的内外学习周期提高了脚手架对话的质量,降低了教师必须花费的脚手架时间成本,并提高了个性化脚手架教学的有效性。对实践或政策的影响:一年级学生的学习成绩可以通过Web2.0资源URL、小型私人在线课程和EducCode资源的脚手架支持来提高。课程领导者应构建至少3-5个阶段性评估,将大的学习过程解构为几个可观察的学习周期,使Kolb(1984)周期可控。评估人员可能需要考虑参与各种练习,如测验、在线实验和综合任务,以促进学生的学习。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
A technology-enhanced scaffolding instructional design for fully online courses
The COVID-19 pandemic has forced teachers to implement fully online teaching. This study reviewed the popular technologies that are used in online learning, as well as the advantages and difficulties of applying fully online courses for formal education. Based on this research background, this study proposed a nested scaffolding design of an online course for 215 college students in China with the help of six technological tools, which effectively replaced face-to-face interactions and significantly improved the usage of the supporting learning platform. The inner-outer learning cycles supported by the technological tools improved the quality of the scaffolding conversations, reduced the scaffolding time cost that teachers had to expend and enhanced the effectiveness of the individualised scaffolding instructions. Implications for practice or policy: First-year students’ learning outcomes can be improved by the scaffolding support from Web 2.0 resource URLs, a small private online course, and EducCoder resources. Course leaders should construct at least 3–5 stage-wise evaluations to deconstruct the big learning process into several observable learning cycles, making the Kolb (1984) cycles controllable. Assessors may need to consider involving various exercises, such as quizzes, online experiments and synthesised tasks to facilitate students’ learning.
求助全文
通过发布文献求助,成功后即可免费获取论文全文。 去求助
来源期刊
Australasian Journal of Educational Technology
Australasian Journal of Educational Technology EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
7.60
自引率
7.30%
发文量
54
审稿时长
36 weeks
×
引用
GB/T 7714-2015
复制
MLA
复制
APA
复制
导出至
BibTeX EndNote RefMan NoteFirst NoteExpress
×
提示
您的信息不完整,为了账户安全,请先补充。
现在去补充
×
提示
您因"违规操作"
具体请查看互助需知
我知道了
×
提示
确定
请完成安全验证×
copy
已复制链接
快去分享给好友吧!
我知道了
右上角分享
点击右上角分享
0
联系我们:info@booksci.cn Book学术提供免费学术资源搜索服务,方便国内外学者检索中英文文献。致力于提供最便捷和优质的服务体验。 Copyright © 2023 布克学术 All rights reserved.
京ICP备2023020795号-1
ghs 京公网安备 11010802042870号
Book学术文献互助
Book学术文献互助群
群 号:481959085
Book学术官方微信