College online courses have strong design in scaffolding but vary widely in supporting student agency and interactivity

IF 6.4 1区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Internet and Higher Education Pub Date : 2023-06-01 DOI:10.1016/j.iheduc.2023.100912
Xuehan Zhou , Qiujie Li , Di Xu , XunFei Li , Christian Fischer
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引用次数: 1

Abstract

This study develops a rubric comprising three quality concepts critical to addressing online learning challenges: Scaffolding, which supports student self-regulated learning processes; Student Agency, which promotes student choices and voices; and Social Presence and Interpersonal Interaction, which enhances student connection with peers and instructors. We then examine the extent to which college online courses reflect the three concepts following a 3-point scoring scale (“beginning,” “developing,” or “proficient”) based on observation data collected from 100 randomly selected courses. Our results indicate that about two-thirds of the courses score at or above the developing level, demonstrating some but insufficient incorporation of design features that can enhance the three concepts. While most courses are above the developing level for “Scaffolding,” less than half and less than one-third reach the developing level for the other two concepts. We further identify variations in course design based on instructor characteristics, where female instructors, instructors with higher educational attainment, and instructors teaching fewer credit hours had higher scores.

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大学在线课程在脚手架方面有很强的设计,但在支持学生代理和互动方面差异很大
这项研究开发了一个包含三个质量概念的准则,这三个概念对应对在线学习挑战至关重要:支架,支持学生自我调节的学习过程;学生代理,促进学生的选择和声音;以及社交和人际互动,这增强了学生与同龄人和教师的联系。然后,我们根据从100门随机选择的课程中收集的观察数据,按照三分制(“开始”、“发展”或“熟练”),考察大学在线课程在多大程度上反映了这三个概念。我们的研究结果表明,大约三分之二的课程得分达到或超过了发展水平,这表明了一些但不充分的设计特征可以增强这三个概念。虽然大多数课程都高于“脚手架”的发展水平,但只有不到一半和不到三分之一的课程达到了其他两个概念的发展水平。我们进一步确定了基于教师特征的课程设计的差异,其中女性教师、教育程度较高的教师和教学时间较少的教师得分较高。
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来源期刊
Internet and Higher Education
Internet and Higher Education EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
19.30
自引率
4.70%
发文量
30
审稿时长
40 days
期刊介绍: The Internet and Higher Education is a quarterly peer-reviewed journal focused on contemporary issues and future trends in online learning, teaching, and administration within post-secondary education. It welcomes contributions from diverse academic disciplines worldwide and provides a platform for theory papers, research studies, critical essays, editorials, reviews, case studies, and social commentary.
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