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The effect of motivational scaffolding on procrastinators’ distance learning outcomes
ARTICLE

Computers & Education Volume 49, Number 2, ISSN 0360-1315 Publisher: Elsevier Ltd

Abstract

The purpose of the research was to determine experimentally whether the addition of features to enhance learner motivation and collaboration, termed motivational scaffolding, to the “traditional” distance learning design improved engagement, and performance, particularly among procrastinators. Two versions of a web-based five-credit study skills course, both covering the same content and sharing all features save for the scaffolding, were compared: traditional-distance, and motivationally-scaffolded distance, during each of two terms. Motivational scaffolding consisted of using chat to run study skills support groups, where students were helped to stay on task, and instructor office hours. Students were classified as either high or low procrastinators, and randomly assigned to each version, and two instructors alternated between versions taught from one term to the other. Results showed that procrastinating students, for whom the lack of structure of distance learning may be problematic, performed better in the motivationally-scaffolded version than the traditional, while non-procrastinating students performed equally in both.

Citation

Tuckman, B.W. (2007). The effect of motivational scaffolding on procrastinators’ distance learning outcomes. Computers & Education, 49(2), 414-422. Elsevier Ltd. Retrieved October 19, 2019 from .

This record was imported from Computers & Education on April 18, 2013. Computers & Education is a publication of Elsevier.

Full text is availabe on Science Direct: http://www.eric.ed.gov/ERICWebPortal/detail?accno=EJ765097

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