The Effects of Using Scaffolding in Online Learning

A Meta-Analysis

Datos Bibliográficos

ID22044095
AutoresMingzhang Zuo (0000-0002-6923-357X, Central China Normal University), Sen Kong (0000-0003-2075-9586, Central China Normal University, autor de correspondencia), Yuxia Ma (0000-0002-3926-2644, Central China Normal University), Yue Hu (0000-0002-2829-3971, Central China Normal University), Meng Xiao (0000-0003-0022-4955, Central China Normal University)
Año2023
Volumen13
Número7
Páginas705
Fecha de publicación2023-07-11
Peer ReviewedSí
Open AccessSí
TipoARTICLE
RevistaEducation Sciences (JOURNAL)
Identificadores de la revistaISSN: 2227-7102 • E-ISSN: 2227-7102
EditorialMDPI AG (PUBLISHER • IT)
DOI10.3390/educsci13070705
OpenAlexW4384038143
IdiomaEN
Citas recibidas7
Referencias citadas31

Scaffolding is widely used in online learning; however, it is unclear whether scaffolding can effectively enhance students’ online learning performance. To evaluate its effectiveness, we conducted a meta-analysis that included 83 effects sizes from 32 articles published between 2011 and 2021. The findings demonstrated that scaffolding had a significant role in improving students’ online learning performance with an overall effect size of 0.53. In addition, we analyzed the effects of five moderator variables to gain insights into how scaffolding affects students’ online learning performance under different conditions. The discipline, learning outcome type, and scaffolding type were identified as significant moderators. It is expected that the research results will guide teachers to design online scaffolding strategies and improve students’ online learning performance

Mathematics education · Meta-analysis · Moderation · Multimedia · Online learning · Scaffold · Computer Science · E-Learning and COVID-19 · Medicine · Online and Blended Learning · Psychology · Social Psychology · Technology-Enhanced Education Studies