The Development of Scaffolding and its Effects on the Sense of Community in Online Education

Abstract:

Sense of community refers to individuals’ strong feelings of community, which plays a significant role in attracting and retaining learners in online education. This study argued that properly-constructed scaffolding can enhance the sense of community in online education. Data were collected from 299 university students, and the relationships between the scaffolding and the sense of community were examined by path analysis. It was proved that scaffolding has significant effects on both the connectedness and learning aspects of the sense of community.

• Periodical: Applied Mechanics and Materials (Volumes 701-702)
• Pages: 1263-1266
• DOI: https://doi.org/10.4028/www.scientific.net/AMM.701-702.1263
• Online since: December 2014
• Authors: Rong Zhao*
• Keywords: Online Education, Scaffolding, Sense of Community

References

[1] R. Zhao, Sense of community and continuance intention towards online language learning, Applied Mechanics and Materials. 475-476 (2014) 1182-1185.

DOI: 10.4028/www.scientific.net/amm.475-476.1182

[2] D. McAdam, Political Process and the Development of Black Insurgency 1930–1970, University of Chicago Press, Chicago, (1982).

[3] A. P. Rovai, Development of an instrument to measure classroom community, Internet and Higher Education. 5 (2002) 197–211.

DOI: 10.1016/s1096-7516(02)00102-1

[4] D. Wood, J. S. Bruner, & G. Ross, The role of tutoring in problem solving, Journal of Child Psychology and Psychiatry. 17 (1976) 89–100.

DOI: 10.1111/j.1469-7610.1976.tb00381.x

[5] J. McKenzie, Beyond Technology: Questioning, Research and the Information Literate School Community, FNO Press, Bellingham, WA, (2000).

[6] C. McLoughlin, Learner support in distance and networked learning environments: ten dimensions for successful design, Distance Education. 23(2) (2002) 149-162.

DOI: 10.1080/0158791022000009178

[7] J. Radford, P. Bosanquet, R. Webster, P. Blatchford, & C. Rubie-Davies, Fostering learner independence through heuristic scaffolding: A valuable role for teaching assistants, International Journal of Educational Research. 63 (2014) 116-126.

DOI: 10.1016/j.ijer.2013.02.010

[8] Information on http: /www. learningpaths. org/papers/papersupport. htm.

[9] T. Anderson, Getting the mix right again: an updated and theoretical rationale for interaction, The International Review of Research in Open and Distance Learning. 4(2) (2003) 9-14.

DOI: 10.19173/irrodl.v4i2.149

[10] A. P. Rovai, Development of an instrument to measure classroom community, Internet and Higher Education. 5 (2002) 197–211.

DOI: 10.1016/s1096-7516(02)00102-1