Students’ perceptions of online scaffolding tools for improving writing skills
Scaffolding is a teaching strategy that provides temporary support and guidance to learners as they develop their skills. Through online teaching and scaffolding clinics for novice writers, this narrative qualitative study aimed to assist students and novice writers in improving their scientific pap...
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| Format: | Article |
| Language: | English |
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Taylor & Francis Group
2024-12-01
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| Series: | Cogent Education |
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| Online Access: | https://www.tandfonline.com/doi/10.1080/2331186X.2024.2428906 |
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| _version_ | 1846156833709883392 |
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| author | Ranta Butarbutar |
| author_facet | Ranta Butarbutar |
| author_sort | Ranta Butarbutar |
| collection | DOAJ |
| description | Scaffolding is a teaching strategy that provides temporary support and guidance to learners as they develop their skills. Through online teaching and scaffolding clinics for novice writers, this narrative qualitative study aimed to assist students and novice writers in improving their scientific paper writing skills. For data collection, this study utilized open-ended interviews, observations, field notes, and online discussions to gather data. The study’s findings reveal five distinct roles that teachers can assume during teaching: diagnosticians, instructors, teachers or models, proofreaders, and reviewers. In this instance, novices perceive scaffolding to play two roles: improving cognitive and interactive writing tools. However, future studies should pay more attention to the scaffolding effects of strategy, technique, and students’ levels of thought, taking into account background characteristics such as ability, sex, race, ethnicity, and learning style preference, as well as their status within the groups. This study suggests that the government should provide excellent research-based outcomes rather than a final report based only on notes because creating a scientific paper involves perseverance and cannot be accomplished in one night’s effort. |
| format | Article |
| id | doaj-art-b5aec19cdf1f4127985921da1084a10f |
| institution | Kabale University |
| issn | 2331-186X |
| language | English |
| publishDate | 2024-12-01 |
| publisher | Taylor & Francis Group |
| record_format | Article |
| series | Cogent Education |
| spelling | doaj-art-b5aec19cdf1f4127985921da1084a10f2024-11-25T18:11:45ZengTaylor & Francis GroupCogent Education2331-186X2024-12-0111110.1080/2331186X.2024.2428906Students’ perceptions of online scaffolding tools for improving writing skillsRanta Butarbutar0Universitas Musamus Merauke, Papua, IndonesiaScaffolding is a teaching strategy that provides temporary support and guidance to learners as they develop their skills. Through online teaching and scaffolding clinics for novice writers, this narrative qualitative study aimed to assist students and novice writers in improving their scientific paper writing skills. For data collection, this study utilized open-ended interviews, observations, field notes, and online discussions to gather data. The study’s findings reveal five distinct roles that teachers can assume during teaching: diagnosticians, instructors, teachers or models, proofreaders, and reviewers. In this instance, novices perceive scaffolding to play two roles: improving cognitive and interactive writing tools. However, future studies should pay more attention to the scaffolding effects of strategy, technique, and students’ levels of thought, taking into account background characteristics such as ability, sex, race, ethnicity, and learning style preference, as well as their status within the groups. This study suggests that the government should provide excellent research-based outcomes rather than a final report based only on notes because creating a scientific paper involves perseverance and cannot be accomplished in one night’s effort.https://www.tandfonline.com/doi/10.1080/2331186X.2024.2428906Cognitiveinteractive writing toolonline scaffoldingscientific paperwriting skillsTeachers & Teacher Education |
| spellingShingle | Ranta Butarbutar Students’ perceptions of online scaffolding tools for improving writing skills Cogent Education Cognitive interactive writing tool online scaffolding scientific paper writing skills Teachers & Teacher Education |
| title | Students’ perceptions of online scaffolding tools for improving writing skills |
| title_full | Students’ perceptions of online scaffolding tools for improving writing skills |
| title_fullStr | Students’ perceptions of online scaffolding tools for improving writing skills |
| title_full_unstemmed | Students’ perceptions of online scaffolding tools for improving writing skills |
| title_short | Students’ perceptions of online scaffolding tools for improving writing skills |
| title_sort | students perceptions of online scaffolding tools for improving writing skills |
| topic | Cognitive interactive writing tool online scaffolding scientific paper writing skills Teachers & Teacher Education |
| url | https://www.tandfonline.com/doi/10.1080/2331186X.2024.2428906 |
| work_keys_str_mv | AT rantabutarbutar studentsperceptionsofonlinescaffoldingtoolsforimprovingwritingskills |