92 (IJCNS) International Journal of Computer and Network Security,
Vol. 2, No. 10, 2010
The Online Scaffolding in the Project-Based
Learning
Sha Li
Alabama A & M University, School of Education
4900 Meridian St., AL 35762, USA
sha.li@aamu.edu
Abstract: This is a case study on the students’ attitude and
perspectives on the effectiveness of the online scaffolding in a
graduate computer literacy course. This study used the
qualitative and quantitative mixed methods. Sixty-four students
and one faculty member participated in this study. The findings
show that the online scaffolding is an effective approach to
integrate Internet technology in the computer project-based
learning and help “Leave Nobody Behind.” It is beneficial for
both the students and the faculty. Learning through the online
scaffolding environment also models the students the effective
use of online learning resources that impacted students in their
life time.
Keywords: scaffolding, online learning, distance education,
resource-based learning
1. Introduction
Vygotsky asserted that learning is a social process [19].
Social Learning Theory (SLT) is a category of learning
theories which is grounded in the belief that human
behavior is determined by a three-way relationship between
cognitive factors, environmental influences, and behavior
[2]. “If people observe positive, desired outcomes in the
observed behavior, then they are more likely to model,
imitate, and adopt the behavior themselves” [20]. To
observe the peer’s behaviors could result in even more peer
modeling effect in the learner. The metaphor of scaffolding
is grounded in the social learning theories of Vygotsky’s
“Zone of Proximal Development” (ZPD). Vygotsky said:
…the difference between the child’s
developmental level as determined by the
independent problem solving and the higher
level of potential development as determined
through problem solving under adult guidance or
in collaboration with more capable peers. [19]
Learning support falls into three categories: cognitive,
affective, and systematic [18]. They are usually in a
combined mechanism in the teaching process. The skeleton
of the concept is also guided by a series of the guidance,
counseling, coaching, tutoring, assessment, etc. [13].
Scaffolding is an effective teaching approach to support
learners [1]. The theoretical concept of the social learning
underlines the scaffolding perspective. With the scaffolding,
learners are guided, supported and facilitated during the
learning process [18]. “Scaffolding refers to providing
contextual supports for meaning through the use of
simplified language, teacher modeling, visuals and graphics,
cooperative learning and hands-on learning” [7]. Combined
with the scaffolding, the learning of the new multimedia
project creation provides more interest and motivation,
keeping students on track and increasing retention [14]. The
scaffolding structured through the Internet platform has
intrigued interest in the educators in the blended classrooms
as well as in the distance education classes [1, 13].
The hands-on learning in the authentic context is known as
experiential learning [21]. Learning would be most effective
when learning takes place in the authentic context [11].
Authentic instruction use teaching strategies such as:
structuring learning around genuine tasks, employing
scaffolding, engaging students in inquiry and social
discourse, and providing ample resources for the learners
[8]. When rich learning resources are incorporated and
available to learners, effective learning would be achieved
[9].
2. Method
This is a case study on the students’ perspectives on the
effectiveness of the online resource-based scaffolding in a
computer project-based learning course. It adopts the
qualitative and quantitative mixed methods. The
quantitative method is one in which the investigator uses
postpositivist claims for developing knowledge, such as
cause and effect thinking, reduction to specific variables and
hypotheses and questions. It takes measurement to test
hypothesis or theories. While the qualitative method is one
in which the inquirer makes knowledge claims mainly based
on constructivist perspectives or participatory perspectives,
or both [3]. The quantitative research statistically measures
situation, attitudes, behavior, and performance, utilizing a
series of tests and techniques. Quantitative research often
yields data that is projectable to a larger population. Because
it so heavily relies on numbers and statistics, quantitative
research has the ability to effectively transform data into
quantifiable charts and graphs. Qualitative research
discovers in the depth to which explorations are conducted
and descriptions are written, usually resulting in sufficient
details for the reader to grasp the idiosyncrasies of the
situation or phenomenon [16]. The quantitative approach
uses predetermined closed ended questions to collect
numeric data, employing statistical procedure scientifically;
 (IJCNS) International Journal of Computer and Network Security, 93
the qualitative approach uses open ended questions in the
interview, observation and document review to collect data
through human interaction. Both methodologies have their
own strengths and weaknesses. The qualitative and
quantitative mixed research method is regarded to better
explain the process of an event and to give a more
meaningful result [6]. The mixed research method draws
from the strength of both qualitative and quantitative
approaches, and minimizes the weakness of either in a
single research study [10]. It increases the validity and
reliability of the findings by allowing examination of the
same phenomenon in different ways and promotes better
understanding of findings [4]. This study adopts the
quantitative descriptive statistics and qualitative mixed
method. The course of FED 529 Computer-Based
Instructional Technology was used as a case for this study.
The purpose of this study is to explore the learners’
perspectives on the effectiveness of the online scaffolding in
the FED 529 project-based learning class.
This study uses three graduate classes of FED 529
Computer-Based Instructional Technology as a case. The
data are collected in three FED 529 classes in the spring,
summer and fall semesters in 2010. Sixty-four graduate
education students and one instructor participated in this
study. The FED 529 class was a project-based computer
literacy class in the traditional classroom. Rich online
learning resources were created on the class website as an
enhancement or support to learning in this class. The
resources like project models, tutorials, multimedia
resources, and writing help are online as scaffolding
resources to learners. The learning content is related to the
concepts and relationships that are relevant to the real-world
instructional projects for various content areas, such as
PowerPoint presentation for science, math, etc.,
instructional web page design, graphics design, video
editing, sound editing, etc. The writing project is a research
paper on the use of the educational technology. Though the
FED 529 class is taught in the traditional classroom, the
classroom teaching and the online learning resource-based
support exist at the same time to make it a blended format
(in a traditional instructional format but also integrating
plenty of online learning resources) so as to enhance
learning in a more effective way [1]. The course website is
at http://myspace.aamu.edu/users/sha.li.
3. Data Analysis
FED 529 Computer-Based Instructional Technology course
is a traditional classroom computer literacy class. The
students age from 20s to 50s. Their computer knowledge
and skills are in a large discrepancy. Even though learning
is in a face-to-face format, the students still expect extra
support or help during the learning process because some
students have limited experiences of using computers. They
are easy to get lost in class. They need extra time and help
to catch up. Others might have missed class because of their
personal events. To follow the principle of No Student Left
Behind, the instructor design the online learning support for
the students by integrating rich course information,
resources to scaffold the learners so as to ensure that
everybody learns successfully. Through the interview and
survey, students gave responses about their experiences and
Vol. 2, No. 10, 2010
perspectives on their use of the online scaffolding for
learning. The first part of the responses is around the use of
the project samples or examples provided online. Students
value the effect of using the online project samples to learn
to create new projects.
I think it is a great help to access our course
website. In conducting activities to do projects
and assignments, this website gave us a number
of sample projects in various ways (to tell us
how) to do PowerPoint presentations, and using
Excel to create charts and graphs. It helps me
with learning how to effectively use track
change, making flyers for class activities. And
(by following the examples) it saves my time in
doing mail-outs to parents by creating the mail
merge project.
This website provides a lot of good resources for
our projects, saving us a lot of research time.
There were also some good examples of projects
developed by other students which helped (us)
better understand our class assignments to meet
higher requirement.
I am a visual learner. The computer is pretty new
to me. But the class website gave me great
examples to go by…. I have used the website
tutorials to learn some projects, and used the
resources to insert sound, music, and clip arts
into my PowerPoint projects, flyer, and web
pages. I depended on the previous students’
model projects to create in learning to do the
quality work.
The old proverb says that “seeing is believing.” The novice
students are in demand of the visual experience or “first
sight experience” to gain preliminary understanding [5].
Providing only verbal talking without visual presentation
would result in ineffective teaching. So giving the students
samples/examples, or models, enhanced knowledge
acquisition as well as comprehension. The computer literacy
class provides a variety of trainings. The cognitive load is
high for the students especially whose background is weak.
To involve students in the learning activities by starting
with the good examples could smoothly engage the learners
to self goal-setting according to the interesting and high
quality projects.
Tutoring is the next major issue of the teaching. While goal
is set up, hands-on learning starts. About two thirds of the
students could follow in-class instruction to create the
projects, but one third of the students need extra time and
help to finish them, according to Dr. Lee, the instructor of
the class. “Some students are old students, and some are
from the families which could not provide enough computer
access for the students. So both the teacher and the students
have to spend more effort to accomplish the class objectives
with assignments. When I can provide one on one support to
those students, I provide. When I am short of time, I might
refer students to the online tutorials, called FAQs, to learn
during after-class period. This is also effective and also
94
saves me a lot of time. About 90% of the students who used
the online tutorials told me that they feel satisfied to learn
with the help of the online tutorials, because they are clear
to follow and easy to access. The rest of the students are
either too old to learn effective by themselves, or have
limited access to the computer/Internet at home,” Dr. Lee
added. The online FAQs are in two formats: text tutorials
and video tutorials. Some students preferred using the text
FAQs, but majority of the low skill students preferred using
video FAQs. Some of the students’ survey feedback about
the online scaffolding was provided as follows:
The good side of video tutorials is it teaches you
visually and with the instructor’s sound. The
downside of the video tutorials is sometimes it is
hard to download at home, because I use the dial
up phone line to connect to Internet. When I use
videos (to learn) at home, I have to be patient to
download them. But they do help me (learn).
I am familiar with most of the commonly used
computer programs like Microsoft Word, Excel,
PowerPoint, Internet, etc. I can finish most of the
projects in class except some of the advanced
projects which have more advanced skills I don’t
know. When I need to use the FAQs, the text
FAQs are enough for me, because I read text
faster. I only occasionally use video FAQs, not
very much to learn the things I missed.
I prefer video FAQs. The video FAQ allows for
you to view as exactly as it displays on the
computer screen. It is easy to understand for
people like me. Since I am not good at
computers, I like the tutorial to teach me slowly.
The windows media player can pause and slide
back to view video repeatedly. That is exactly
what I like.
The video tutorial was some of the students’ favorite help.
The FAQ files are mall and easy to download. It has video
with instructor’s sound that improves understanding. Dr.
Lee recorded those video tutorials by using the online free
screen capture ware to make them. The screen capture-based
software captures the computer screen interface of the
projecting process from the beginning to the end, displaying
the real procedure of creating a project on the computer step
by step visually and auditorily. With the variety of the
screen capture tools available, integrating the screen
capture-based programs into the scaffolding become an
easier and convenient practice. It empowers the facilitation
and solicits enhanced students engagement in learning. Dr.
Lee told that the current popular screen capture is the
Catasia (www. camtasia.com), but the Catasia is a software
package that costs money. So he chose to use the online free
ware of Windows Media Encoder
(http://technet.microsoft.com/en-us/library/bb676137.aspx)
or Instant Demo (www.instant-demo.com) to capture the
process of the projecting screen processes. Doing this can
save money in one way, and model the educational
technology use for the teacher students in another. Dr. Lee
(IJCNS) International Journal of Computer and Network Security,
Vol. 2, No. 10, 2010
chose to use more of the Instant Demo to capture screen of
the project tutorials because the Windows Media Encoder
could malfunction for some time when a new version of the
Windows Operating System comes out. The Instant Demo is
more stable with the change of the Windows versions
because it uses the Flash Player to display the video tutorial
that upgrades to the new version of Windows faster than
other programs. Flash works well with multimedia and easy
to play on the Internet. Students like to view the video FAQs
which involved the students at the low level of the
technology skills in effective learning to catch up to a more
advanced level.
The FED 529 class was enhanced with the integration of the
Internet technology. The learners are benefited with the
online learning resources. They offered their feedback in the
interviews on their opinion of the use of the online
resources.
I think that the website is helpful for those who
did not understand or missed a class. They can
have a general idea of what is expected of them.
They can also follow those step by step tutoring
to learn. And the website is easy to access.
The website has good examples of the finished
assignments with tutorials. I felt like it was very
helpful. Whenever I needed an answer, I could
just look at this website for examples. It included
many other useful website links also, such as
BrainyBetty’s multimedia resources, Youtube
video insertion skills with PowerPoint, clip art
download, sample research articles, and APA
writing guide.
Our class website is very informational. It is neat.
It helped me tremendously throughout this
semester. I really wish other teachers could
consider doing websites too. I think all students
should have opportunities to see the examples of
class tasks. I will create my own instructional
websites for my classes when I start teaching in a
school, just like Dr. Lee’s.
The teacher’s instructional website contains
useful information and examples that helped me
understand the class content. With the online
tutor and demonstration, I was able to preview
and practice the projects prior to actually doing
them in class. It allowed me to access very
valuable information with very little effort on my
part. I really appreciate the time and effort that
Dr. Lee put into this website.
Dr. Lee said that his time he contributed to the class
website design was a lot, but the benefit his class received is
also a lot. In this class, not only did Dr. Lee teach and
facilitate students, his website also taught and facilitated the
class. Dr. Lee provided instruction and scaffolding
physically, and his website provided teaching and
scaffolding through online informational resources. “It is a
two-way teaching strategy in this learning environment,” as
 (IJCNS) International Journal of Computer and Network Security, 95
Dr. Lee said. There is another gain. That is that the
integration of the Internet technology into the instruction
has imposed a conspicuous impact on the learners. The
teacher has modeled the use of the online resources to
scaffold learning for students. The students not only learned
the course content, but also learned how to integrate Internet
technology into education that results a long term effect in
students.
In the survey on the students’ attitude and perspectives on
the online scaffolding, students’ responses are displayed in
the Table I.
From the data in Table I, we can see that the Mean of the
students’ overall evaluation of the class is 4.15. It is pretty
high. That means the students highly value their experience
in this online scaffolding resource aided class. The highest
items are number 1 (about the online examples), number 10
(the overall evaluation of the class), number 7 (about the
comfortableness of this class), and number 4 (about the user-
friendliness of the online resources). The number 1 item is
one of the highest probably because most of the students
prefer a “first sight” experience on a satisfying project
outcome. Viewing project examples could increase the
students’ interest and motivation students invest plenty of
time and effort in creating excellent work (Li & Liu, 2005).
The lowest items are the number 2 (about the use of the
online tutorials) and number 8 (about expecting other
teachers to create instructional websites too). The number 2
item is the lowest probably because the students who could
learn without online tutorials are excluded from it. “The
actual students who need more of the online tutorials are
about one third of the total students. The others occasionally
access online tutorials to learn when it is necessary for
them,” Dr. Lee said, “It verifies our scaffolding has targeted
at that group to leave nobody behind. That is exactly what
our scaffolding means.”
Vol. 2, No. 10, 2010
The Table II displays the students’ attitude toward each
specific item of the scaffolding resources.
Table II shows the specific items in the online scaffolding
resources. We can see that the students’ preference to use
the online scaffolding resource
items is middle high as a whole. The lowest is the item of
Tutorials/FAQs (Mean = 2.28). Probably it means that there
were a larger number of students who did not need to
depend on the online scaffolding to learn. But that seems
normal in this class because this class is a blended course.
The online scaffolding is a supplement to those students
who need more help than others.
4. Findings and Conclusion
The findings show that the online scaffolding is effective in
supporting the students in the FED 529 Computer-Based
Instructional Technology course. Integrating the online
scaffolding enhanced the class instruction, motivated the
learners’ involvement and promoted learning outcome [9].
Students value all the scaffolding components in respect to
their learning. The course website is a desirable place to
help the less advanced students to catch up to “Leave
Nobody Behind.” Even though more of the low technology
level students resorted to the online scaffolding than the
high level students, majority of the students in this class
agreed that the online scaffolding was an effective tool and
they would like to create a website for their own classes
when they are ready to teach in a school as a teacher. On the
other hand, the use of the online resource-based scaffolding
models the integration of Internet technology for the
students so that they could observe the instructional
approach/strategies and learn from their classroom
experience. Integrating online scaffolding impacted students
in their perspectives of how to be an effective teacher by
creating an instructional website to teach. The project-based
learning through doing not only prepared the students in
learning the intended content areas and skills, but also left
them a new concept of being a competitive teacher in this
Information Age [1]. This impact is important and long
lasting in their life. This online scaffolding approach also
tells us that though integrating Internet technology requests
for painstaking effort, it is effective once the resources are
created. It is long lasting, upgradeable, and convenient for
learning. By teaching students how to integrating
technology, we also need to teach them the disposition of
being a hardworking teacher who is dedicated to education
and willing to invest personal time and intellectual endeavor
into instructional design to be creative to use technology for
education effectively.
96 (IJCNS) International Journal of Computer and Network Security,
Vol. 2, No. 10, 2010

[19] Wikipeida, Social learning theory. 2009. Available:

http://en.wikipedia.org/wiki/Social_learning_theory
Reference [20] D.A. Kolb., R. Fry. Toward an applied theory of
[1] C.C. Ang, A.H. Tey, K.P. Khoo, Blended Project-Based experiential learning, in C. Cooper (ed.) Theories of
Learning with use of eMath Tools. In Z. Abas et al. Group Process. John Wiley, London. 1975.
(Eds.), Proceedings of Global Learn Asia Pacific 2010 [21] C.R. Rogers, H.J. Freiberg. Freedom to Learn (3rd Ed).
(pp. 278-283). AACE, 2010. Merrill/Macmillan, Columbus. 1994.
[2] A. Bandura, Social Learning Theory. General Learning
Press, 1977.
[3] J. Brannen, Mixing methods: qualitative and Author Profile
quantitative research. Avebury, Aldershot, 1992. Sha Li received his doctoral degree in educational
[4] J. Brewer, A. Hunter, Multimethod research. A technology from the Oklahoma State University in 2001. He
Synthesis of styles. Sage, Newbury Park, 1989. is an Associate Professor in the Alabama A&M University.
[5] R.F. Chong, X. Wang, M. Dang, D.R. Snow, His research interests are in e-learning in the networked
Understanding DB2®: Learning Visually with environment, distance education, multimedia production,
Examples, 2nd Edition. IBM Press, New York, 2007. and instructional design with technology. He is also an
[6] J.W. Creswell, Research Design: Qualitative, instructional design facilitator for the local public school
Quantitative, and Mixed Methods Approaches (2nd Ed). systems.
Sage Publications, Thousand Oaks, 2003.
[7] L.T. Diaz-Rico, K.Z. Weed, The cross cultural,
language, and academic development handbook: A
complete K-12 reference guide (2nd Ed.), p. 85. Ally &
Bacon, Boston, 2002.
[8] C. Donovan, L. Smolkin, Children's Genre Knowledge:
An Examination of K-5 Students Performance on
Multiple Tasks Providing Differing Levels of
Scaffolding. Reading Research Quarterly Newark,
(3794), p. 428-465, 2002.
[9] J.R. Hill, M.J. Hannafin, The resurgence of resource-
based learning. Educational Technology, Research and
Development, 49(3), p. 37-52, 2001.
[10] R.B. Johnson, A.J. Onwuegbuzie, Mixed methods
research: A research paradigm whose time has come.
Educational Researcher, 33(7), p. 14-26, 2004.
[11] J. LAVE, E.WENGER, SITUATED LEARNING: LEGITIMAE
PERIPHERAL PARTICIPATION. CAMBRIDGE UNIVERSITY
PRESS, NEW YORK, 1991.
[12] S. Li, Daonian. Liu, The Online Top-Down Modeling
Model. Quarterly Review of Distance Education, 6(4),
p. 343-359, 2005.
[13] S. LUDWIG-HARDMAN, J.C. DUNLAP, LEARNER SUPPORT
SERVICES FOR ONLINE STUDENTS: SCAFFOLDING FOR
SUCCESS. THE INTERNATIONAL REVIEW OF RESEARCH IN
OPEN AND DISTANCE LEARNING, 4(1), P. 1-15, 2003.
[14] C. McLoughlin, L. Marshall, Scaffolding: A model for
learner support in an online teaching environment.
2000. Available:
http://lsn.curtin.edu.au/tlf/tlf2000/mcloughlin2.html
[15] M. Myers, Qualitative research and the generalizability
question: Standing firm with Proteus. The Qualitative
Report, 4(3/4). 2000. Available:
http://www.nova.edu/ssss/QR/QR4-3/myers.html
[16] E. Stacey, Collaborative learning in an online
environment. Journal of Distance Education, 14(2), p.
14 – 33. 1999. Available:
http://cade.icaap.org/vol14.2/stacey.html
[17] A. Tait, Planning student support for open and distance
learning, Open Learning, 15(3), p. 287 – 299, 2000.
[18] L.S. VYGOTSKY, MIND IN SOCIETY: THE DEVELOPMENT
OF HIGHER PSYCHOLOGICAL PROCESSES, P.76. HARVARD
UNIVERSITY PRESS, CAMBRIDGE, 1978.