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International Journal on Innovations in Online Education

Publicado 4 números por año

ISSN Imprimir: 2377-9519

ISSN En Línea: 2377-9527

H-Index: 3

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THE USE OF SCAFFOLDS TO HELP IMPROVE STUDENTS' SUCCESS WITH PERSUASIVE TERM PAPERS IN AN ONLINE MUSIC COURSE

Volumen 4, Edición 2, 2020, 13 pages
DOI: 10.1615/IntJInnovOnlineEdu.2020035088
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SINOPSIS

A scaffold was created for use in a 16-week, fully online general education music course. A persuasive paper of 10 pages was assigned in four steps starting at midterm and concluding in finals week. After the topic and concept maps were approved by the instructor, students were provided access to a sentence starter scaffold for use in drafting their paper if needed, but not required. Students self-reported use of various instructor-supplied scaffolds used for the persuasive paper−one option available was the sentence starter scaffold. The submitted papers were also filtered for use of the sentence starters presented in the scaffold. The results indicated that only 12% of the participants (N = 116) admitted to using the scaffold, while filters found evidence of sentence starters in 23% of the participants' papers. The analysis of variance of participant grades on the final paper was p = 0.948543, which is significant (alpha of 0.05). This identifies that the population of students using the scaffold earned scores significantly different from those who did not use the sentence starter scaffold. As a result, this study evidences the importance of providing students with scaffolds when learning in the online environment.

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