Abstract
Inter-school collaborative learning (ICL) has significant meaning for bridging the educational gap between urban and rural schools. This study examines the effectiveness of three scaffolding conditions on learning outcomes in an ICL environment. One urban primary school and one rural school were selected to participate in the inter-school collaboration. Three 6th grade classes in each school were randomly assigned to one of three scaffolding conditions: lowest-coercion scaffolding (class A), highest-coercion scaffolding (class B), or adaptive scaffolding (class C). Detailed scaffolds were designed and developed to support ICL from 8 dimensions, including 18 strategies and 27 scaffolding tools. Both process data and summative data were collected to measure the learning outcomes at both group and individual levels. Results showed that pupils with highest-coercion or adaptive scaffoldings (in class B and class C) performed better than those with lowest-coercion scaffolding (in class A). Questionnaire results also supported the effectiveness of scaffolds on inter-school collaborative learning. Findings also revealed that middle-coercion adaptive scaffolding was significantly most supportive for urban school while highest-coercion scaffolding was most suitable for rural school.
Recommended Citation
Feng, X. (2012). Scaffolding Facilitates Inter-School Collaborative Learning: A Case Study in China. Journal of Educational Technology Development and Exchange (JETDE), 5(1). https://doi.org/10.18785/jetde.0501.04
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