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Instructional Scaffolding: The Computerized Classroom

Author

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  • Merrilee Cunningham

    (Department of English, University of Houston Downtown, Houston, TX, USA)

  • Ruth Robbins

    (Finance, Accounting, and Computer Information Systems Department, University of Houston Downtown, Houston, TX, USA)

Abstract

This article addresses the use of embedded scaffolding to enhance web-based learning in an online course which covers an introduction to multiple programming languages, utilizing selected resources and strategies as scaffolding techniques. This programming languages class is taught at the junior level in the Information Systems discipline as an online elective class, in a public institution located in a large, urban setting. Low to high knowledge learners are guided in the development of programs and implementation of systems through the use of four different programming languages. Learners with various experience levels were surveyed to determine if they thought these reinforcing scaffolding techniques were effectively used to provide all students with their own success producing pathway through the course. While finding out which scaffolding sections actually added to student success may not be absolutely necessary in designing a successful course, embedding hypermedia fostering a systematic improvement of learning options requires the constant “redesign” and encompasses web-based scaffolding processes as a very real advantage.

Suggested Citation

  • Merrilee Cunningham & Ruth Robbins, 2012. "Instructional Scaffolding: The Computerized Classroom," International Journal of Web-Based Learning and Teaching Technologies (IJWLTT), IGI Global, vol. 7(3), pages 20-36, July.
    • Handle: RePEc:igg:jwltt0:v:7:y:2012:i:3:p:20-36
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