Scaffolding: some unplanned consequences of addressing student satisfaction
Barnard Clarkson, Chris Brook, ECU, Australia
EdMedia + Innovate Learning, in Montreal, Canada ISBN 978-1-880094-56-3 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC
This paper reports an on going study aimed at enhancing the learning quality of undergraduate courses through the application of quality instructional practices derived from the literature. Earlier stages of the study involved developing authentic assessment activities, authentic learning activities and fostering links with institution policies. This third stage explores the inclusion of scaffolding in course design and the influence this has on student satisfaction with the learning experience and rate of success. Measures indicated that students valued the changes, but the researchers did not expect to find a large but 'hidden' block of repeaters. Also some students seemed to take the extra information provided about the course into consideration when they considered withdrawing without academic penalty, rather than risking failure.
Clarkson, B. & Brook, C. (2005). Scaffolding: some unplanned consequences of addressing student satisfaction. In P. Kommers & G. Richards (Eds.), Proceedings of ED-MEDIA 2005--World Conference on Educational Multimedia, Hypermedia & Telecommunications (pp. 2407-2414). Montreal, Canada: Association for the Advancement of Computing in Education (AACE).
© 2005 Association for the Advancement of Computing in Education (AACE)