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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. | Journal of Technology and Science Education THE RECIPROCAL DETERMINISM OF ONLINE SCAFFOLDING IN SUSTAINING A COMMUNITY OF INQUIRY IN PHYSICS Romiro G. Bautista Natural Sciences and Mathematics Department AMA International University Bahrain bautista.romer@yahoo.com Received April 2013 Accepted June 2013 Abstract 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. Keywords – A-priori e-learning experiences, Asynchronous and synchronous e-learning modality, Community of inquiry, Online scafolding, Reciprocal determinism and causation ---------- 1 INTRODUCTION The advent of advanced educational technologies is a vast array of digital resources and content in learning that ofers the magnanimity of theories towards educational opportunities. This ofers practices in sustaining a community of inquiry in a dynamic classroom. Sustaining a community of inquiry in any educative instruction requires greater options for quantity and quality of learning interactions in a .