Scaffolding-by-Design as a Model for Online Learner Support

Abstract

In a research project at the University of Twente, a model for online learner support was developed. This model was based on cognitive apprenticeship, and especially on the principle of scaffolding. Students are supported while working on products, and indications of progress are received by delivery of sub-products. Whilst students progress in their task, support can be faded, so that eventually the student will become self-reliant. After presenting this model, several experiments with this model are discussed, with the results presented. The model will be discussed with the help of four decision aspects, which should help instructors to make decisions on the use of the model, and should thus help them to decide on providing online learner support. From these four decision aspects, the remaining problem is the management aspect. The management aspect deals with the efficiency of the course, the relation between time investment of both instructor and student, and learning gains. To address this management problem and to aid further implementation of the model, a job-aid is included with a number of design guidelines, to help increase the efficiency of providing online learner support.