Scaffolding for Optimal Challenge in K–12 Problem-Based Learning

Establishing optimal challenge enhances intrinsic motivation, interest, and the probability of success in the learning activity. In K–12 problem-based learning (PBL), students may struggle to address associated tasks that are beyond their current ability levels. This paper suggested learner-centered scaffolding systems (LSS) to improve K–12 students’ perception of optimal challenge by addressing their learning issues in PBL. LSS enhances students’ experience in autonomy and competence by providing multiple types of scaffolding in accordance with students’ different needs and difficulties in PBL. Students can control the nature and frequency of scaffolding by themselves according to their needs and ability, and it plays a role in improving their self-directed learning skills. Last, peer scaffolding between students with similar abilities satisfies students’ needs for relatedness

The effect of different scripting methods on the process and outcomes of game-based collaborative language learning

Abstract. There has been growing interest in game-based language learning but instead of communicative skills, it mainly targeted vocabulary and grammar which are superficial linguistic skills. On the other hand, collaboration has also been seen as pedagogically beneficial though there is still a question as to what extent teacher’s support in the form of scripting is optimal. Addressing the gaps, this mainly quasi-experimental study was implemented in an English as a second language lesson to examine whether or not role assigning (microscripting) in a game-based collaboration would yield superior results than the condition without such method (macroscripting). To be specific, a narratively rich role-playing game (RPG) was utilized in the game-based learning phase due to its compatibility for language learning, proceeded by literature circle collaboration which had been renowned for its capability to foster not only reading skill but also the affective dimension of learning. Inferential statistics showed that groups treated with microscripting achieved superior reading comprehension, collaborative learning interest and empathy scores. Meanwhile, content analysis revealed that groups assisted by macroscripting could reach higher levels of knowledge construction in their collaboration. Findings, discussion and conclusion in this study have extended the field of game-based collaborative language learning and brought implications for similar future research

Blended game-based learning environments: extending a serious game into a learning content management system

Serious games have recognized potential as a means to tackle many challenges in education, ranging from stimulating increased learner motivation, to transferring challenging concepts in a novel and engaging form. They are commonly shown to work most effectively in blended approaches to learning, whereby the game plays a core role in a wider pedagogic approach, often based around an experiential or exploratory model. In this paper, we explore how the integration of a serious game, and more generally gaming paradigms, can be extended to a learning content management system (LCMS) to support a blended and holistic approach to their use in education. Through a case study within the EU-Funded Adaptive Learning via Intuitive/Interactive, Collaborative and Emotional Systems (ALICE) project, we demonstrate a technical integration of a gaming engine with a proprietary LCMS, and discuss the broader pedagogic benefits of such an approach. In particular, we note how this method can support an 'intuitive guided' or scaffolded approach to learning, where the learner is given the potential to explore a non-linear learning environment, whilst scaffolding and blending provides the guidance towards ensuring targeted learning objectives are met

Architecture of Engagement: Autonomy-Supportive Leadership for Instructional Improvement

This multiple paper dissertation addresses the importance of improving student success in online higher education programs by providing support for instructors. The autonomy-supportive structures to improve instructional practice are explained through three main domains, including instructional development, instructional design, and instructional practice. The first paper addresses instructional leadership with the theoretical foundations and practical considerations necessary for instructional leaders. Recommendations are made to use microcredentials or digital badges to scaffold programming using self-determination theory. The second paper addresses the importance of instructional design in improving instructional practice including the intentionality involved in implementing a gamification strategy to improve online student motivation. The third paper addresses instructional practice with a mixed-method sequential explanatory case study. Using the community of inquiry framework, this paper explains intentional course design, course facilitation, and student perceptions of the digital powerups strategy. The conclusion considers implications for practice and the need for instructional leaders to scaffold an architecture of engagement to support instructors and improve student success

Investigating the Use of Online Learning Resources by the EAP Students in a UK University

This study was undertaken to examine English for Academic Purposes (EAP) students’ perceptions and use of online learning resources (OLR), which are freely and openly available digital materials. The study utilized both quantitative and qualitative research instruments to collect data. EAP students who came to the UK to improve their language and then wished to undertake a postgraduate study there completed pre- and post-questionnaires during the first academic semester. They also replied to semi-structured interview questions after each questionnaire. The findings gave insights into both the students’ awareness to use OLR outside the classroom, and the students’ exercise of learner autonomy through scaffolding from OLR. However, they seemed still dependent on their teacher. The reason of this dependence might be the challenges they faced whilst learning. This study made some recommendations for the design of a scaffolded autonomous e-learning environment in order to benefit from OLR. Keywords: online learning resources, English for academic purposes, e-learning, scaffolding, learner autonomy DOI: 10.7176/JEP/10-15-14 Publication date:May 31st 201

Affective Factors and Pedagogical Implications in Young Learners’ English Learning

The process of second language learning involves both objective and affective factors. Based on Krashen’s theory on affective filter, the present paper sets Chinese young English learners as a specific object and argues how to use affective factors in second language teaching to improve young learners’ engagement. By analyzing this topic, some useful results and implications have been found and can be used for future teaching by specific groups of teachers