A Meta-Analysis of Scaffolding Effects in Online Learning in Higher Education

The significance of scaffolding in education has received considerable attention. Many studies have examined the effects of scaffolding with diverse groups of participants, purposes, learning outcomes, and learning environments. The purpose of this research was to conduct a meta-analysis of the effe...

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Autores principales:	Min Young Doo, Curtis Bonk, Heeok Heo
Formato:	article
Lenguaje:	EN
Publicado:	Athabasca University Press 2020
Materias:	scaffolding online learning higher education meta-analysis effect sizes Special aspects of education LC8-6691
Acceso en línea:	https://doaj.org/article/0b82beb7d91c4fe7b77bc88f81ea6ee5
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spelling	oai:doaj.org-article:0b82beb7d91c4fe7b77bc88f81ea6ee52021-12-02T19:26:00ZA Meta-Analysis of Scaffolding Effects in Online Learning in Higher Education10.19173/irrodl.v21i3.46381492-3831https://doaj.org/article/0b82beb7d91c4fe7b77bc88f81ea6ee52020-03-01T00:00:00Zhttp://www.irrodl.org/index.php/irrodl/article/view/4638https://doaj.org/toc/1492-3831The significance of scaffolding in education has received considerable attention. Many studies have examined the effects of scaffolding with diverse groups of participants, purposes, learning outcomes, and learning environments. The purpose of this research was to conduct a meta-analysis of the effects of scaffolding on learning outcomes in an online learning environment in higher education. This meta-analysis included studies with 64 effect sizes from 18 journal articles published in English, in eight countries, from 2010 to 2019. The meta-analysis revealed that scaffolding in an online learning environment has a large and statistically significant effect on learning outcomes. The meta-cognitive domain yielded a larger effect size than did the affective and cognitive domains. In terms of types of scaffolding activities, meta-cognitive scaffolding outnumbered other types of scaffolding. Computers as a scaffolding source in an online learning environment were also more prevalent than were human instructors. In addition, scholars in the United States have produced a large portion of the scaffolding research. Finally, the academic area of language and literature has adopted scaffolding most widely. Given that effective scaffolding can improve the quality of learning in an online environment, the current research is expected to contribute to online learning outcomes and learning experiences. Min Young DooCurtis BonkHeeok HeoAthabasca University Pressarticlescaffoldingonline learninghigher educationmeta-analysiseffect sizesSpecial aspects of educationLC8-6691ENInternational Review of Research in Open and Distributed Learning, Vol 21, Iss 3 (2020)
institution	DOAJ
collection	DOAJ
language	EN
topic	scaffolding online learning higher education meta-analysis effect sizes Special aspects of education LC8-6691
spellingShingle	scaffolding online learning higher education meta-analysis effect sizes Special aspects of education LC8-6691 Min Young Doo Curtis Bonk Heeok Heo A Meta-Analysis of Scaffolding Effects in Online Learning in Higher Education
description	The significance of scaffolding in education has received considerable attention. Many studies have examined the effects of scaffolding with diverse groups of participants, purposes, learning outcomes, and learning environments. The purpose of this research was to conduct a meta-analysis of the effects of scaffolding on learning outcomes in an online learning environment in higher education. This meta-analysis included studies with 64 effect sizes from 18 journal articles published in English, in eight countries, from 2010 to 2019. The meta-analysis revealed that scaffolding in an online learning environment has a large and statistically significant effect on learning outcomes. The meta-cognitive domain yielded a larger effect size than did the affective and cognitive domains. In terms of types of scaffolding activities, meta-cognitive scaffolding outnumbered other types of scaffolding. Computers as a scaffolding source in an online learning environment were also more prevalent than were human instructors. In addition, scholars in the United States have produced a large portion of the scaffolding research. Finally, the academic area of language and literature has adopted scaffolding most widely. Given that effective scaffolding can improve the quality of learning in an online environment, the current research is expected to contribute to online learning outcomes and learning experiences.
format	article
author	Min Young Doo Curtis Bonk Heeok Heo
author_facet	Min Young Doo Curtis Bonk Heeok Heo
author_sort	Min Young Doo
title	A Meta-Analysis of Scaffolding Effects in Online Learning in Higher Education
title_short	A Meta-Analysis of Scaffolding Effects in Online Learning in Higher Education
title_full	A Meta-Analysis of Scaffolding Effects in Online Learning in Higher Education
title_fullStr	A Meta-Analysis of Scaffolding Effects in Online Learning in Higher Education
title_full_unstemmed	A Meta-Analysis of Scaffolding Effects in Online Learning in Higher Education
title_sort	meta-analysis of scaffolding effects in online learning in higher education
publisher	Athabasca University Press
publishDate	2020
url	https://doaj.org/article/0b82beb7d91c4fe7b77bc88f81ea6ee5
work_keys_str_mv	AT minyoungdoo ametaanalysisofscaffoldingeffectsinonlinelearninginhighereducation AT curtisbonk ametaanalysisofscaffoldingeffectsinonlinelearninginhighereducation AT heeokheo ametaanalysisofscaffoldingeffectsinonlinelearninginhighereducation AT minyoungdoo metaanalysisofscaffoldingeffectsinonlinelearninginhighereducation AT curtisbonk metaanalysisofscaffoldingeffectsinonlinelearninginhighereducation AT heeokheo metaanalysisofscaffoldingeffectsinonlinelearninginhighereducation
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A Meta-Analysis of Scaffolding Effects in Online Learning in Higher Education

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