A Proposed Online Scaffolding Model Based on the Systems Approach to Enhance Learners' Interaction in Online Learning

Document Type : Original Article

Author

Educational Technology, Imam Abdulrahman bin Faisal, Saudi Arabia

Abstract

As online learning expands rapidly, the need for effective educational scaffolding strategies is increasingly vital. This study conducted a systematic review and used a descriptive-analytical method to analyze various scaffolds, identifying a gap in comprehensive educational scaffolding model that address learner needs at every stage of online learning. The study uses Salmon’s E-Moderating stages to develop a model incorporating 19 instructional scaffolds across four key dimensions. The first dimension aligns with Salmon's stages: Access and Motivation (n=5), Online Socialization (n=2), Information Exchange (n=7), Knowledge Construction (n=3), and Development (n=1), with a "Retention Scaffold" spanning all stages. Scaffolds are also categorized by purpose—Procedural (n=6), Conceptual (n=5), and Metacognitive (n=8)—and by delivery medium, as Technological (n=11), Human (n=4), or both (n=4). Finally, scaffolds are organized by design type: Fixed (n=9) or Flexible (n=10), with some integrating learning analytics. This model, evaluated by experts using a 40-item checklist, provides comprehensive support from initial entry to course completion. The study recommends applying this framework in online environments and further research to evaluate its effectiveness in boosting learner engagement and participation.

Keywords


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