Intan Pradita
ABSTRACT
This study aims at describing the implementation of instructors' scaffolding in synchronous online discussion, and observing the students' engagement in accordance to the course. This research is self-observational study that involved 18 students in online discussion. Data were obtained from the screenshot of synchronous online discussion, and the transcription of online discussion recording. The instructor employed Canvas Instructor as the platform. Thematic analysis was used in this study, and the findings suggested that the model of instructor scaffolding during synchronous online learning could be in the form of contingency, fading, and transfer responsibility. In this study, contingency plays an important role that makes the students' involvement during fading activities are more engaging. Transfer responsibilities activities were found less in the synchronous online learning in the form of task instruction for the offline meeting.
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Index Terms
- Effect of Instructional Scaffolding in Enhancing Students' Participating in Synchronous Online Learning
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