Development of Scaffolding Indicators from Archival Problem-Based Learning Online Discussions of Distance and Blended Undergraduate Science Students

Dr. Noble was awarded Research and Professional Development funds to examine differences in distance and blended student use of scaffolds through online problem-based learning.

This study used an open coding approach to content analysis of online problem-based learning (PBL) asynchronous discussion posts from an undergraduate ecotoxicology course to evaluate: What scaffolds do students use most? Are there differences between distance and blended students? Is there evidence in the discussion posts that the scaffolds used support student’s critical thinking? Two types of learning scaffolds - instructor and group organization scaffolds, and citations learning scaffolds were observed. This study highlights differences in distance and blended student use of scaffolds during their PBL discussions, and the influence of students’ primary communication medium on scaffold use.