Using the Community of Inquiry Framework to Scaffold Online Tutoring

Tutoring involves providing learners with a suitable level of structure and guidance to support their learning. This study reports on an exploration of how to design such structure and guidance (i.e., learning scaffolds) in the Chinese online educational context, and in so doing, answer the followin...

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Autores principales:	Xiaoying Feng, Jingjing Xie, Yue Liu
Formato:	article
Lenguaje:	EN
Publicado:	Athabasca University Press 2017
Materias:	online tutoring online presence scaffolding community of inquiry Special aspects of education LC8-6691
Acceso en línea:	https://doaj.org/article/c59bbc6badbe466d8d59713e32af96c0
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spelling	oai:doaj.org-article:c59bbc6badbe466d8d59713e32af96c02021-12-02T18:03:01ZUsing the Community of Inquiry Framework to Scaffold Online Tutoring10.19173/irrodl.v18i2.23621492-3831https://doaj.org/article/c59bbc6badbe466d8d59713e32af96c02017-04-01T00:00:00Zhttp://www.irrodl.org/index.php/irrodl/article/view/2362https://doaj.org/toc/1492-3831Tutoring involves providing learners with a suitable level of structure and guidance to support their learning. This study reports on an exploration of how to design such structure and guidance (i.e., learning scaffolds) in the Chinese online educational context, and in so doing, answer the following two questions: (a) What scaffolding strategies are needed to design online tutoring, and (b) How should different levels of scaffolding intensity be emphasized in different stages of online tutoring in such educational contexts? A model for online tutoring using the Community of Inquiry framework was developed and implemented in this study. It focused attention on both the critical role of the tutor in online learning and the importance of scaffolding in online tutoring. Both qualitative and quantitative methods were used to collect data, including questionnaires, interviews, and content analysis. In considering the variation of scaffolding throughout the online course, results showed that: (a) As long as a high degree of social presence is established in the initial phase, scaffolds for social presence can be withdrawn gradually throughout the course; (b) High-intensity teaching presence is much more important in the mid-phase of the course than in other phases; (c) “Discourse facilitation” should be emphasized for teaching presence in the mid-phase, while “direct instruction” scaffolding is needed in the last phase; and (d) The greatest need for scaffolding of cognitive presence occurs in the final phase of the course. Xiaoying FengJingjing XieYue LiuAthabasca University Pressarticleonline tutoringonline presencescaffoldingcommunity of inquirySpecial aspects of educationLC8-6691ENInternational Review of Research in Open and Distributed Learning, Vol 18, Iss 2 (2017)
institution	DOAJ
collection	DOAJ
language	EN
topic	online tutoring online presence scaffolding community of inquiry Special aspects of education LC8-6691
spellingShingle	online tutoring online presence scaffolding community of inquiry Special aspects of education LC8-6691 Xiaoying Feng Jingjing Xie Yue Liu Using the Community of Inquiry Framework to Scaffold Online Tutoring
description	Tutoring involves providing learners with a suitable level of structure and guidance to support their learning. This study reports on an exploration of how to design such structure and guidance (i.e., learning scaffolds) in the Chinese online educational context, and in so doing, answer the following two questions: (a) What scaffolding strategies are needed to design online tutoring, and (b) How should different levels of scaffolding intensity be emphasized in different stages of online tutoring in such educational contexts? A model for online tutoring using the Community of Inquiry framework was developed and implemented in this study. It focused attention on both the critical role of the tutor in online learning and the importance of scaffolding in online tutoring. Both qualitative and quantitative methods were used to collect data, including questionnaires, interviews, and content analysis. In considering the variation of scaffolding throughout the online course, results showed that: (a) As long as a high degree of social presence is established in the initial phase, scaffolds for social presence can be withdrawn gradually throughout the course; (b) High-intensity teaching presence is much more important in the mid-phase of the course than in other phases; (c) “Discourse facilitation” should be emphasized for teaching presence in the mid-phase, while “direct instruction” scaffolding is needed in the last phase; and (d) The greatest need for scaffolding of cognitive presence occurs in the final phase of the course.
format	article
author	Xiaoying Feng Jingjing Xie Yue Liu
author_facet	Xiaoying Feng Jingjing Xie Yue Liu
author_sort	Xiaoying Feng
title	Using the Community of Inquiry Framework to Scaffold Online Tutoring
title_short	Using the Community of Inquiry Framework to Scaffold Online Tutoring
title_full	Using the Community of Inquiry Framework to Scaffold Online Tutoring
title_fullStr	Using the Community of Inquiry Framework to Scaffold Online Tutoring
title_full_unstemmed	Using the Community of Inquiry Framework to Scaffold Online Tutoring
title_sort	using the community of inquiry framework to scaffold online tutoring
publisher	Athabasca University Press
publishDate	2017
url	https://doaj.org/article/c59bbc6badbe466d8d59713e32af96c0
work_keys_str_mv	AT xiaoyingfeng usingthecommunityofinquiryframeworktoscaffoldonlinetutoring AT jingjingxie usingthecommunityofinquiryframeworktoscaffoldonlinetutoring AT yueliu usingthecommunityofinquiryframeworktoscaffoldonlinetutoring
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Using the Community of Inquiry Framework to Scaffold Online Tutoring

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