Date of Completion
11-21-2019
Embargo Period
11-19-2025
Keywords
Scaffolding, Ecological Psychology
Major Advisor
Dr. Michael F. Young
Associate Advisor
Dr. Robert Hannafin
Associate Advisor
Dr. John Settlage
Associate Advisor
Dr. Joseph Maddaus
Associate Advisor
Dr. Stephen Slota
Field of Study
Educational Technology
Degree
Doctor of Philosophy
Open Access
Campus Access
Abstract
To engage learners in active personalized learning and teach them to become independent problem solvers, teachers must provide meaningful scaffolding in the role of course facilitators rather than content deliverers. To understand how to support teachers so they can provide meaningful scaffolding in complex digital learning environments, Ecological psychology (EP) served as the framework in this mixed-method empirical study to: a) create a digital scaffolding system, b) evaluate the effect of the teacher scaffolding feature, and c) explore the potential of EP as a theoretical framework for characterizing types of scaffolds. Results of three high school teacher cases indicate that: a) the designed EP scaffolding system positively affected teachers’ perception of and performance of scaffolding, b) when EP help was provided and gradually faded, teachers performance developed uniquely, and c) EP was effective as an instructional design framework and theoretical lens for teachers’ scaffolding decision-making.
Recommended Citation
Liu, Yingjie, "Scaffolding for Teachers: An Exploratory Study on Supporting Teachers’ Scaffolding Decisions in a Technology-assisted Learning Environment" (2019). Doctoral Dissertations. 2370.
https://digitalcommons.lib.uconn.edu/dissertations/2370