Journal Name:
- Journal of Technology and Science Education
Key Words:
| Author Name | University of Author |
|---|---|
Abstract (2. Language):
This study investigated the learning impact of online scafolding 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 efcacy through online scafolding 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 scafolding, and a highly to very-highly positive correlation to their
performance in classroom interaction, formative assessment and summative evaluations.
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FULL TEXT (PDF):
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