Using the Community of Inquiry Framework to Scaffold Online Tutoring

Autor/inn/en	Feng, Xiaoying; Xie, Jingjing; Liu, Yue
Titel	Using the Community of Inquiry Framework to Scaffold Online Tutoring
Quelle	In: International Review of Research in Open and Distributed Learning, 18 (2017) 2, S.162-188 (27 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1492-3831
Schlagwörter	Scaffolding (Teaching Technique); Tutoring; Inquiry; Foreign Countries; Teacher Role; Qualitative Research; Statistical Analysis; Questionnaires; Interviews; Content Analysis; Electronic Learning; Distance Education; College Faculty; College Students; Likert Scales; China + Suchen Sie Ihr Suchwort? Förderkonzept; Nachhilfeunterricht; Ausland; Lehrerrolle; Qualitative Forschung; Statistische Analyse; Fragebogen; Interviewing; Interviewtechnik; Inhaltsanalyse; Distance study; Distance learning; Fernunterricht; Fakultät; Collegestudent; Likert-Skala
Abstract	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As long as a high degree of social presence is established in the initial phase, scaffolds for social presence can be withdrawn gradually throughout the course; (b) High-intensity teaching presence is much more important in the mid-phase of the course than in other phases; (c)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. (As Provided).
Anmerkungen	Athabasca University. 1200, 10011 - 109 Street, Edmonton, AB T5J 3S8, Canada. Tel: 780-421-2536; Fax: 780-497-3416; e-mail: irrodl@athabascau.ca; Web site: http://www.irrodl.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01