The Role of Scaffolding Assessment in Support of Self-Directed Learning in a Project-Based Learning of Research Class
Keywords:
Scaffolding Assessment, Research Class, Higher Education, Student AutonomyAbstract
This study investigates the role of scaffolding assessment in fostering self-directed learning (SDL) within project-based learning (PBL) environments in higher education. Scaffolding assessment, characterized by gradual guidance, helps students transition from structured support to greater autonomy while enhancing critical thinking, goal-setting, and self-regulation. Through a mixed-methods approach, the study examines students' perceptions and experiences of scaffolding interventions in a research-based course. Quantitative findings reveal positive impacts on autonomy, critical thinking, and goal-setting, while qualitative insights highlight the importance of tailored scaffolding tools, motivational elements, and digital adaptability.Although scaffolding significantly enhances SDL by promoting independence and cognitive engagement, challenges remain in optimizing digital tools and addressing individual learning needs. Personalized scaffolding strategies and motivational scaffolds are essential for sustaining long-term engagement and effectively supporting diverse learners in complex, research-intensive environments. This study underscores the importance of adaptive scaffolding designs that balance structure and flexibility, offering practical implications for educators seeking to implement scaffolding assessments to enhance student autonomy and learning outcomes in higher education.
References
Bagheri, M., Ali, W. Z. W., Abdullah, M. C. B., & Daud, S. M. (2013). Effects of project-based learning strategy on self-directed learning skills of educational technology students. Contemporary Educational Technology, 4(1), 15–29. https://doi.org/10.30935/cedtech/6081
Beaumont, C., O’Doherty, M., & Shannon, L. (2016). Reconceptualising assessment feedback: A key to improving student learning? Studies in Higher Education, 36(6), 671–687. https://doi.org/10.1080/03075071003731135
Bransford, J. D., Brown, A. L., & Cocking, R. R. (Eds.). (2000). How people learn: Brain, mind, experience, and school. National Academy Press.
Costelloe, L., & Egan, K. (2020). The role of self-assessment in student learning: A review. Irish Educational Studies, 39(2), 157–173. https://doi.org/10.1080/03323315.2020.1757028
Dabbagh, N. (2003). Scaffolding: An important teacher competency in online learning. TechTrends, 47(2), 39–44. https://doi.org/10.1007/BF02763424
Dijk, W., & Lazonder, A. W. (2016). Scaffolding students' use of learner-generated content in a technology-enhanced inquiry learning environment. Interactive Learning Environments, 24(1), 194–204. https://doi.org/10.1080/10494820.2013.841263
Dutta, S., He, M., & Tsang, D. C. W. (2022). Reflection and peer assessment to promote self-directed learning in higher education. International Journal of Educational Research, 112, 101933. https://doi.org/10.1016/j.ijer.2021.101933
García-Jiménez, E., López-Meneses, E., & Vázquez-Cano, E. (2015). The impact of feedback on self-regulation, self-efficacy, and performance in e-learning environments. International Journal of Educational Technology in Higher Education, 12(1), 91–105. https://doi.org/10.7238/rusc.v12i1.2177
Garrison, D. R. (1997). Self-directed learning: Toward a comprehensive model. Adult Education Quarterly, 48(1), 18–33. https://doi.org/10.1177/074171369704800103
Grow, G. O. (1991). Teaching learners to be self-directed. Adult Education Quarterly, 41(3), 125–149. https://doi.org/10.1177/0001848191041003001
Hmelo-Silver, C. E., Duncan, R. G., & Chinn, C. A. (2007). Scaffolding and achievement in problem-based and inquiry learning: A response to Kirschner, Sweller, and Clark (2006). Educational Psychologist, 42(2), 99–107. https://doi.org/10.1080/00461520701263368
Karaoğlan Yılmaz, F., & Keser, H. (2018). The impact of self-regulation strategies on academic achievement and retention in web-based education. Journal of Educational Computing Research, 56(1), 1–24. https://doi.org/10.1177/0735633117708311
Kim, H. (2019). The role of autonomy support and autonomy satisfaction in educational outcomes: A self-determination theory perspective. International Journal of Educational Research, 96, 169–176. https://doi.org/10.1016/j.ijer.2019.03.002
Li, X. (2015). Project-based learning in teaching translation: Students’ perceptions. The Interpreter and Translator Trainer, 9(1), 1–19. https://doi.org/10.1080/1750399X.2015.1010359
Lin, C. H., Zhang, Y., & Zheng, B. (2017). The roles of learning strategies and motivation in online language learning: A structural equation modeling analysis. Computers & Education, 113, 75–85. https://doi.org/10.1016/j.compedu.2017.05.014
Mamun, M. A., Lawrie, G., & Wright, T. (2020). Instructional design of scaffolded online learning modules for self-directed and inquiry learning in undergraduate science. Computers & Education, 144, 103695. https://doi.org/10.1016/j.compedu.2019.103695
Massa, N. M., Dischino, M., Donnelly, J. F., & Hanes, F. D. (2008). Problem-based learning in photonics technology education: Assessing student learning. Optics and Photonics News, 19(3), 22–27.
Nagarajan, S., & Overton, T. (2019). Promoting systems thinking using project-based learning. Journal of Chemical Education, 96(12), 2901–2909. https://doi.org/10.1021/acs.jchemed.9b00434
Peng, H., Ma, Q., & Spector, J. M. (2022). Scaffolding for student motivation in complex learning environments. Educational Technology Research and Development, 70(2), 385–405. https://doi.org/10.1007/s11423-021-10080-3
Quintana, C., & Aguinaga, A. (2022). Enhancing SDL with digital tools: Strategies and outcomes. Journal of Educational Technology Research, 56(4), 415–431.
Rascón-Hernán, C., & Pérez-Caballero, G. (2019). Lifelong learning and student autonomy: Case studies in higher education. Learning Environments Research, 22(3), 425–450.
Robertson, J. (2011). Effective online learning. Educational Technology Review, 45(1), 3–15.
Ryan, R. M. (1993). Why motivation matters in learning: The self-determination perspective. Educational Psychology Quarterly, 12(2), 89–102.
Shin, S., & Kim, H. (2020). Digital scaffolding and SDL during COVID-19. Computers in Human Behavior, 112, 106502.
Simons, K., & Klein, J. D. (2007). The impact of scaffolding on cognitive load and performance in a complex learning environment. Educational Technology Research and Development, 55(2), 47–62. https://doi.org/10.1007/s11423-006-9010-2
Sung, Y. T., Chang, K. E., & Liu, T. C. (2017). The effects of integrating mobile devices with teaching and learning on students' learning performance: A meta-analysis and research synthesis. Computers & Education, 94, 252–275. https://doi.org/10.1016/j.compedu.2015.11.003
Valencia-Vallejo, J., Ruiz, J., & Reche, E. (2018). Metacognitive strategies for self-directed learning in online education. Journal of Learning Analytics, 5(3), 52–63. https://doi.org/10.18608/jla.2018.53.4
