The reciprocal determinism of online scaffolding in sustaining a community of inquiry in physics

• Main Author: Romiro Gordo Bautista (Author)
• Format: Book
• Published: OmniaScience, 2013-09-01T00:00:00Z.
• Subjects: article
• Online Access: Connect to this object online.
• Notes: 2013-6374; 10.3926/jotse.75
• Keywords: A-priori e-learning experiences, Asynchronous and synchronous e-learning modality, Community of inquiry, Online scaffolding, Reciprocal determinism and causation.; Education; L; Special aspects of education; LC8-6691; Technology; T; Engineering (General). Civil engineering (General); TA1-2040
• Source: Journal of Technology and Science Education, Vol 3, Iss 2, Pp 89-97 (2013)

<p>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.</p>