Online Instructors’ Use of Scaffolding Strategies to Promote Interactions: A Scale Development Study

A great deal of research has documented that interactions among students or between students and instructors are key to student success in an online learning setting. However, very little research has been statistically and systematically conducted to examine online instructors’ conscious and effort...

Descripción completa

Guardado en:

Detalles Bibliográficos
Autores principales:	Moon-Heum Cho, YoonJung Cho
Formato:	article
Lenguaje:	EN
Publicado:	Athabasca University Press 2016
Materias:	instructor scaffolding online interaction social interaction instructor social presence student social presence perceived learning Special aspects of education LC8-6691
Acceso en línea:	https://doaj.org/article/b78e2ca3f62b4cdbad612df745f64621
Etiquetas:	Agregar Etiqueta Sin Etiquetas, Sea el primero en etiquetar este registro!

id	oai:doaj.org-article:b78e2ca3f62b4cdbad612df745f64621
record_format	dspace
spelling	oai:doaj.org-article:b78e2ca3f62b4cdbad612df745f646212021-12-02T17:15:38ZOnline Instructors’ Use of Scaffolding Strategies to Promote Interactions: A Scale Development Study10.19173/irrodl.v17i6.28161492-3831https://doaj.org/article/b78e2ca3f62b4cdbad612df745f646212016-12-01T00:00:00Zhttp://www.irrodl.org/index.php/irrodl/article/view/2816https://doaj.org/toc/1492-3831A great deal of research has documented that interactions among students or between students and instructors are key to student success in an online learning setting. However, very little research has been statistically and systematically conducted to examine online instructors’ conscious and effortful use of scaffolding strategies to promote interactions in online courses. The purpose of this research was to develop a scale assessing online instructors’ use of scaffolding strategies to promote interactions. We employed a scale development method for the study. Exploratory factor analysis revealed one factor structure associated with instructors’ use of scaffolding strategies to promote interactions in online settings. Confirmatory factor analysis conducted with a different group of online students indicated that the one-factor model fits the data well. In addition, significant correlations with social presence and classroom learning community scales further demonstrated convergent validity. The new scale of online instructors’ use of scaffolding strategies to promote interactions demonstrated psychometrically sound validity and reliability. Moon-Heum ChoYoonJung ChoAthabasca University Pressarticleinstructor scaffoldingonline interactionsocial interactioninstructor social presencestudent social presenceperceived learningSpecial aspects of educationLC8-6691ENInternational Review of Research in Open and Distributed Learning, Vol 17, Iss 6 (2016)
institution	DOAJ
collection	DOAJ
language	EN
topic	instructor scaffolding online interaction social interaction instructor social presence student social presence perceived learning Special aspects of education LC8-6691
spellingShingle	instructor scaffolding online interaction social interaction instructor social presence student social presence perceived learning Special aspects of education LC8-6691 Moon-Heum Cho YoonJung Cho Online Instructors’ Use of Scaffolding Strategies to Promote Interactions: A Scale Development Study
description	A great deal of research has documented that interactions among students or between students and instructors are key to student success in an online learning setting. However, very little research has been statistically and systematically conducted to examine online instructors’ conscious and effortful use of scaffolding strategies to promote interactions in online courses. The purpose of this research was to develop a scale assessing online instructors’ use of scaffolding strategies to promote interactions. We employed a scale development method for the study. Exploratory factor analysis revealed one factor structure associated with instructors’ use of scaffolding strategies to promote interactions in online settings. Confirmatory factor analysis conducted with a different group of online students indicated that the one-factor model fits the data well. In addition, significant correlations with social presence and classroom learning community scales further demonstrated convergent validity. The new scale of online instructors’ use of scaffolding strategies to promote interactions demonstrated psychometrically sound validity and reliability.
format	article
author	Moon-Heum Cho YoonJung Cho
author_facet	Moon-Heum Cho YoonJung Cho
author_sort	Moon-Heum Cho
title	Online Instructors’ Use of Scaffolding Strategies to Promote Interactions: A Scale Development Study
title_short	Online Instructors’ Use of Scaffolding Strategies to Promote Interactions: A Scale Development Study
title_full	Online Instructors’ Use of Scaffolding Strategies to Promote Interactions: A Scale Development Study
title_fullStr	Online Instructors’ Use of Scaffolding Strategies to Promote Interactions: A Scale Development Study
title_full_unstemmed	Online Instructors’ Use of Scaffolding Strategies to Promote Interactions: A Scale Development Study
title_sort	online instructors’ use of scaffolding strategies to promote interactions: a scale development study
publisher	Athabasca University Press
publishDate	2016
url	https://doaj.org/article/b78e2ca3f62b4cdbad612df745f64621
work_keys_str_mv	AT moonheumcho onlineinstructorsuseofscaffoldingstrategiestopromoteinteractionsascaledevelopmentstudy AT yoonjungcho onlineinstructorsuseofscaffoldingstrategiestopromoteinteractionsascaledevelopmentstudy
_version_	1718381224034041856

Online Instructors’ Use of Scaffolding Strategies to Promote Interactions: A Scale Development Study

Ejemplares similares