Online instructor scaffolding in enhancing undergraduate students' critical thinking

Abstract

This study aims to investigate the influence of four types of instructor scaffolding (i.e. Technical, Content, Procedural, and Metacognitive) via an asynchronous online discussion forum on students’ (i) Critical Thinking Engagement (CTE), (ii) Cognitive Performance Test (CPT), and (iii) General Critical Thinking (GCT) test. Students’ perceptions of the intensity of instructor scaffolding as well as their own critical thinking engagement performance conducted during the discussion activities within the conversion of explicit and tacit knowledge processes were also studied. This study employs a mixed methods approach, utilizing the preexperimental, one-group pre-test post-test design with the concurrent triangulation of quantitative and qualitative data that facilitate the comparison and corroboration of results. A sample of 56 final year undergraduate students selected via random cluster sampling from the Faculty of Education and enrolled in the CD-ROM-based Multimedia Development course were the subjects of the study. The dominant type of instructor scaffolding offered was the Metacognitive scaffolding, both at individual and group levels. The findings of this study show that students’ higher levels of critical thinking processes could be influenced by instructor scaffolding, with Metacognitive scaffolding having the most impact on students’ CTE while Content scaffolding had the most impact on students’ CPT, although it was not effective in improving students’ GCT. It was also found that Metacognitive scaffolding benefited the high-ability students while Content scaffolding as well as indirect instructor scaffolding benefited the low-ability students. These high-ability students were also likely to improve their CPT and GCT. Students’ perceptions of the influence and benefits of instructor scaffolding on their critical thinking skills were positive, thus suggesting the types of instructor scaffolding influenced the intensity of the explicit and tacit knowledge conversion processes. When considering the students’ individual different needs, closer investigation through the construction of three decision or prediction pathway models revealed the six most important instructor scaffolding sub-type predictors that could enhance the students’ performance in three critical thinking measures: CTE, CPT, and GCT. The findings of this research have implications on online instructors, online course designers and educational technology practice.