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• W2770331341 abstract "Review of Literature Most students could benefit from scaffolding. Scaffolding specific help that provides intellectual 'support as well as push' to enable students to work at 'outer limits' of zone of proximal development. (Hammond & Gibbons, 2005, p. 25). Scaffolding sometimes identified as a form of mediation within Vygotsky's (1978) construct of zone of proximal development. This was defined by Vygotsky (1978) as the distance between actual development levels as determined by independent problem solving and level of potential development as determined through problem solving under adult guidance or collaboration with more capable peers (p. 86, emphasis original). Various authors (Gibbons, 2003; Sharpe, 2011; Walqui & van Lier, 2010) sustain that metaphor of scaffolding can be successfully applied to interventions that teachers and others make within learners' zone of proximal development. Scaffolding can be constructed (put up) or removed (taken down) as needed by student. Holton and Clarke (2006) explain how one of objects of teachers' activity creation of epistemic student (that is, student as constructor of knowledge) (p. 127). In their view, scaffolding anticipates acts of constructions that scaffolded interactions allow for immediate construction of knowledge on part of student. Student's cognitive development and performance involves their own scaffolding since they come to class with their own strategies and processes for formulating their own protocols. This knowledge, turn, will act as foundation for future elaboration of topic or problem to be solved. This leads these authors to conclude that scaffolding is not an act of closure (Holton & Clarke, 2006, p. 131). Bliss et al. (1996) point out that for gap between comprehension and production to be breached, task must remain constant during learning interaction. They say that in order for a new skill to be acquired it must be comprehensible, even though it has not yet been produced (p. 39). The required simplification, if any, not task but role learner plays task. It with this mind that SOS Successful Online Student program was conceived. SOS designed to follow student from first day of class to end of semester throughout entire online class. Method While teaching two undergraduate online classes at University of Texas at El Paso, a border university located within two blocks of Mexico, I received many messages for help from enrolled students. For many of students it was an initial online experience. I observed that for some students, technology and time management skills were lacking, and absence of personal contact really made students feel uneasy. When 22 out of 63 students responded to offers of scaffolding help, I was fearful of losing approximately a third of my students. I knew that their SOS calls had to be answered. So, from student distress signals, SOS (Successful Online Student) was created. Further, through research and reflection on student evaluation of college of education classes, I saw a need for further scaffolding students who were first time users of online courses. In order to promote student engagement online learning process, I designed SOS for language limited students and online beginners. The new scaffolding program currently use and presented below. The activity steps for SOS (Successful Online Student) are described below and include student examples. Students were told that they may participate as many steps as they chose to and that they could disengage at any time. Students were told that when they no longer wanted to respond or participate, there was no pressure, consequence, or follow-up. They could use SOS scaffold as long as they wanted and stop at any time. …" @default.
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• W2770331341 date "2017-09-22" @default.
• W2770331341 modified "2023-09-26" @default.
• W2770331341 title "SOS: Observation, Intervention, and Scaffolding towards Successful Online Students." @default.
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