Using Procedural Scaffolding to Support Online Learning Experiences Marjorie T. Davis Mercer University
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Abstract Constructing instructional content for online learning is a significant, demanding task. The instructional designer must understand the specific learners and their tasks to build a course that is effective, efficient, and enjoyable. Even more demanding is establishing an authentic learning community online. Designing how students will interact with each other, with the content, and with the instructor can foster connectedness and overcome isolation. Students can share their own experiences and knowledge, learning from each other as well as from the Web site and instructor. Procedural scaffolding creates effective learning experiences online by establishing a personalized learning environment, structuring group and individual communication, and creating work-based contexts. Keywords: online learning, learning community, scaffolding, collaborative learning, instructional design Overview Instructional design for online learning is significantly different from designing face-to-face classes. When the material is cognitively challenging, or when the class is made up of experienced professionals with significant knowledge to share, the ideal class environment will be a collaborative, interactive one designed more like a true web than a wagon wheel. Helen M. Grady’s paper in the Proceedings discusses the imperatives of instructional design for effective online learning, emphasizing the concept of providing support (scaffolding) for learners in a virtual collaborative setting. In this paper I suggest
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ways of using scaffolding to establish the classroom procedures for online learning. For more depth and examples, please see our Chapter 6 in Online Education: Global Questions, Local Answers.[1] Creating a personalized learning environment As we work with students in our online Master of Science in Technical Communication Management at Mercer University, we work hard to create a true community of learners.[2] In the absence of face-toface contact, we have designed what we call procedural scaffolding to address how students will interact with the instructor, other students, and the content delivered online. To create a more personal learning environment, we use these three procedures: Personal homepages, frequent emails among instructor and students, and extensive feedback from instructor and peers. (1) Personal homepages Instructors and individual students create personal homepages that contain photos, contact information, and informal information such as family and hobbies. Students can decide what to share; the content is sheltered behind the course management security software. Students can record voice messages if they choose. These homepages serve as introductions to classmates and instructors and add an important personal dimension to the virtual learning design. (2) Emails among instructor and students We create a class listserv for every course so that the same information can be distributed to every participant simultaneously. In addition, a frequent personal email from instructor to each student encourages contributions, recognizes excellent
performance, and provides support and help when someone is struggling. We encourage every student to ask questions and make comments to the listserv and/or to the instructor. As we get to know each other, formality decreases and shared knowledge is often richer than in a face-to-face class. Certainly the level of interaction among us in increased significantly. (3) Extensive feedback Extensive feedback on assignments can be provided from both instructor and students using electronic comments, suggestions, and questions. Without “pregrading” any assignment, the instructor can ask questions early in the brainstorming process to help define and shape the student’s ideas for a project. Requiring partners to give feedback as well enables a rich sharing of experiences and different points of view. Students often identify this feedback as a distinguishing characteristic of an effective, enjoyable program.
Structuring group and individual communication Effective collaboration and communication will not happen online unless it is carefully, intentionally planned. With more than 10 years experience in online learning, we have found these procedural scaffolding efforts to be very worthwhile. Online chats In addition to using emails extensively, we hold weekly synchronous chats with classes. Chats are not repeating the content of readings but require extending and relating new learning to prior knowledge and work experience. As they grow accustomed to the weekly “class meeting” online, students and instructors engage in substantive exchanges. Structured synchronous weekly chats help busy distance learners to keep abreast of work and assignments and to prepare for threaded discussions. We have a planned agenda (which students can help create), keep track of timing and balance of participation, and moderate the discussion. We have developed some simple
interaction protocols to help chat stay on track and assure continuity of discussions. Chat logs are posted to the web site for review or catching up when students have been away for work or travel. As VOIP (voice over internet protocol) becomes more widespread, we are beginning to use live voice interactions as well as text chat. Using protocols to establish a fair and pleasant interaction is essential in voice interactions as in text interactions. Discussions Longer, more reflective, more challenging discussions can take place on the discussion board. Asynchronous, threaded postings occur over time, even providing iterative perspectives as the course progresses. Postings are often assigned and specific, but they can be generated by student comments or questions as well. In a research class, for example, students post their initial topics and ideas to get reactions and input from the class; as their research proceeds, they refine and revise the focus, again getting input. These discussions serve the significant function of providing feedback over time, from a number of people, with opportunities to question, discuss, share resources, etc. Instructors can monitor or participate, depending upon the purpose of the assigned postings. Evaluating the number and value of contributions can be one important element in class participation grading (and even mature professionals respond well to earning points!). We supplement these web-based discussions from time to time with telephone contacts. Depending upon student availability we may call them at work or at home, at a scheduled time. Conference calls are effective in time and cost for small-group discussion sessions. As VOIP becomes ubiquitous, we will use more voice-enabled procedural scaffolding. Teams and Leaders To foster mentoring and collaboration, most of our online courses have some team assignments. For new students, being assigned to a team with experienced classmates can provide an invaluable assist. Using workplace focused assignments and being able to compare practices among different companies may increase students’ perspective and
awareness of options. Perhaps most importantly, since our MS degree focuses on technical communication management, working together in teams provides the opportunity to lead and collaborate, to motivate and evaluate, to create and critique. We also frequently assign peer reviews as a collaborative learning task. Learning to value peer contributions is essential to a collaborative learning community. Learning to give and receive feedback is a critical professional skill that can be taught and modeled, and we regard it as an essential part of a collaborative, interactive learning environment.
Creating work-based contexts Perhaps the most important element of teaching working adults with experience is to ground the learning within real-world contexts. Technical communication as a discipline (unlike pure liberal arts) is directly tied to practice—to application. Situated within a School of Engineering, the MSTCO online degree focuses on knowledge applied to solving real-world problems. As often as possible we assign projects addressing actual workplace issues, and most students are able to take these projects directly into practice. Two examples will demonstrate how workbased contexts enhance online learning. In a recent project research course, graduating master’s students worked with medical students to examine the usability of small-screen Palm® devices in gathering face-to-face patient health information. Instead of just reading and writing about the principles of usability and smallscreen design, the class was able to provide an extensive, valuable report to the Mercer Medical School to enhance their tools for teaching medical students in clinical practice. In the summer 2006 project research capstone course, students read Friedman’s The World Is Flat prior to the start of the semester. The research task was to identify and define the flatteners that may be at work within their 0-7803-9778-9/06/$20.00 ©2006 IEEE.
companies. The goal is to prepare technical communication professionals to scan the horizon, anticipate change, and determine how to manage their own careers (and their employees’). Without intentionally focusing upon real-world applications, online learning communities may be missing a significant opportunity to extend learning into practice. Furthermore, this application provides measurable value added to a graduate degree in technical communication. Conclusion
Creating scaffolding for the procedures of online teaching and learning is just as demanding as creating instructional scaffolding for the course content. Online learning that supports the learner’s process takes into account the student’s virtual environment, individual and group communication, and contexts for learning. By intentionally focusing on creating an effective, interactive learning community online, we have found that students are connected, engaged, and successful. Technical communicators are uniquely qualified to lead the development of powerful, effective online learning. Using our skills to help design effective online learning—whether for academe or the workplace—can be an important way to extend our value and enhance the status of the profession.[3] References [1] H. M. Grady and M. T. Davis, “Teaching well online with instructional and procedural scaffolding,” in Online education: Global questions, local answers. K. C. Cook and K. Grant-Davie, Eds. Amityville, NY: Baywood Publishing Company, Inc., 2005, pp. 101-122. [2] See http://www.mercer.edu/mstco for more information.
[3] M.T. Davis, “Applying technical communication theory to the design of online education,” in Online Education: Global Questions, Local Answers. K.C. Cook and K. Grant-Davie, Eds. Amityville, NY: Baywood Publishing Company, Inc., 2005, pp. 1529. About the Author Marjorie T. Davis, Ph.D., is Professor and founding chair of the Department of Technical Communication, School of Engineering, Mercer University. She led the development of the BS and MS degrees. The Master of Science in Technical Communication Management has been offered online since 1995 (see www.mercer.edu/mstco). Davis serves on the AdCom of the IEEE Professional Communication Society and was the 2005 general chair of the International Professional Communication Conference in Limerick, Ireland. She received the Emily K. Schlesinger Award in 2005. Active also in Society for Technical Communication, she received the Jay R. Gould Award for Excellence in Teaching Technical Communication, Frank R. Smith Award for Outstanding Journal Article, and Associate Fellow recognition. She writes on such topics as the technical communication profession, accreditation, distance learning, usability, and engineering communication.
