Zhong Cheng, Lyu Keyi
Chinese University of Hong Kong, Hongkong, China.
Hangzhou Normal University, Hangzhou, China.
Sage Open. 2022 Oct 20;12(4):21582440221131815. doi: 10.1177/21582440221131815. eCollection 2022 Oct-Dec.
During the COVID-19 pandemic, online learning has experienced increasing utilization and poses new challenges for schoolteachers to engage students. Project-based Learning (PBL) is widely acknowledged as an effective pedagogy for motivating and involving students. However, few studies have examined scaffolds that facilitate student engagement in the context of distance PBL. This mixed-method study was conducted with grade 7 teachers and students in a junior middle school in East China from March 2020 to April 2020. Qualitative analysis was employed in interviews with 2 teachers and 21 students. Quantitative analysis was used to visualize the self-reflection reports of 39 students. The findings suggest that the scaffolds of teacher direction, technology support, peer collaboration, and parental assistance play a significant role. In addition, specific scaffolding within the above categories was revealed. The results highlight the problem-oriented, methodological, and synthesized application of various scaffold(ing)s in engaging students and emphasize that scaffolding students emotionally is the core issue to support engagement for remote learning.
在新冠疫情期间，在线学习的使用越来越多，这给教师吸引学生参与学习带来了新的挑战。基于项目的学习（PBL）被广泛认为是一种激发和吸引学生的有效教学方法。然而，很少有研究探讨在远程PBL背景下促进学生参与的支架。本混合方法研究于2020年3月至2020年4月在中国东部一所初中对七年级教师和学生进行。对2名教师和21名学生的访谈采用了定性分析。定量分析用于可视化39名学生的自我反思报告。研究结果表明，教师指导、技术支持、同伴协作和家长协助等支架发挥了重要作用。此外，还揭示了上述类别中的具体支架。结果强调了各种支架在吸引学生方面的问题导向、方法性和综合应用，并强调在情感上为学生提供支架是支持远程学习参与的核心问题。
