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The result was that even in an online scaffolding environment, the students were still able to gain knowledge through problem-solving with group members (Doering and Veletsianos, 2007).
Scaffolding software is fairly new, but is becoming increasingly popular in the classroom setting. Artemis is a scaffolding software program which gives students access to a digital library to search and sort science information related to project-based investigations. Students are able to not only organize folders containing information on the information they are seeking, but they are also able to share this information with other classmates. This web sharing feature not only supports collaboration between students, but teachers are also able to collaborate. Studies have shown that there is a direct relationship between scaffolding software and student motivation as well as conceptual understanding (Butler and Lumpe, 2008).
Based on the research on scaffolding, it is determined that it is evidence-based learning. This type of learning incorporates learning by instruction and also learning by doing (Clark and Mayer, 2008). We have even seen that scaffolding is just as effective in an online learning environment in addition to the traditional classroom method of face-to-face learning. What seems to work best with...
With modern technology, the teacher is now able to do this online. Also, with the use of scaffolding software, the strategy has become easier to implement. Scaffolding is an excellent teaching strategy for the teacher to use. As long as the instruction is planned out in advanced, the process should run smoothly.
References
Butler, K.A. And Lumpe, a. (2008). Student use of scaffolding software: Relationships with motivation and conceptual understanding. Journal of Science and Educational
Technology, 17(5), 427-436.
Clark, R.C. And Mayer, R.E. (2008). Learning by viewing vs. learning by doing: Evidence-based guidelines for principled learning environments. Performance Improvement, 47(9), 5-13.
Doering, a. And Veletsianos, G. (2007). Multi-scaffolding environment: An analysis of scaffolding and its impact on cognitive load and problem-solving ability. Journal of Educational Computing Research, 37(2), 107-129.
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