An Empirical Study of Scaffolding Strategy to Cultivate College Students’ Self-Directed Learning Ability: Taking the Basic Computer Course of North Normal University as an Example
With the updating of knowledge and the development of talent strategy, diversified talents with innovation and self-directed learning ability are valued. Higher education requires more autonomy from students, but some university freshmen have the phenomenon of maladaptation, which affects the formation of growth and innovation ability, and requires teachers to cultivate their sense of independent inquiry, time management ability and so on. The paper divides the cultivation of autonomous learning ability into 4 first-level dimensions and 15 specific dimensions, and adopts a scaffolding teaching strategy, which is divided into two kinds of scaffolding oriented to knowledge points and process and method. The teaching practice was carried out with the freshmen of 2023 Inspirational Class and Pedagogy Class as the target and the university information technology class as the carrier: firstly, the scaffolding strategy was used as the basis for analyzing the teaching content and target, designing the curriculum and forming the cultivation model; then, the practical activities were carried out to determine the starting point of the teaching through questionnaires and interviews, and the teaching practice was carried out in multiple rounds to validate the feasibility and validity based on the data, and to improve the teaching design in an iterative manner. The results show that the experimental class has higher final grades than the control class, significantly higher collaboration, motivation and other abilities than the control class, and the dimensions of independent learning ability are greatly improved, and the model is feasible and effective, which can be used as a reference for the cultivation of students’ independent learning ability.
References
[1]
Betts, G., Kapushion, B., & Carey, R. J. (2016). The Autonomous Learner Model. In D. Ambrose, & R. J. Sternberg (Eds.), Giftedness and Talent in the 21st Century (pp. 201-220). SensePublishers. https://doi.org/10.1007/978-94-6300-503-6_12
[2]
Boyatzis, R. E. (2005). Developing Leadership through Emotional Intelligence. In D. Am-brose, & R. J. Sternberg (Eds.), Research Companion to Organizational Health Psychology: Advances in Creativity and Giftedness (pp. 189-210). Edward Elgar Publishing. https://doi.org/10.4337/9781845423308.00052
[3]
Grow, G. O. (1991). Teaching Learners to Be Self-Directed. Adult Education Quarterly, 41, 125-149. https://doi.org/10.1177/0001848191041003001
[4]
Hou, Y. J. (2011). Research on Cultivating Students’ Independent Learning Ability by Using Information Technology. Software Guide, 3, 177-178.
[5]
Hu, C. H. (2007). On the Cultivation of Open Education Students’ Independent Learning Ability. Educational Exploration, 5, 62-63.
[6]
Huang, Z. Z., & Zhang, X. L. (2018). An Exploration of the Influence Mechanism of Independent Learning Ability on Online Learning Effectiveness: Also on the Mediating Role of Online Learning Interactive Experience. Modern Educational Technology, 3, 66-72.
[7]
Kessler, G., & Bikowski, D. (2010). Developing Collaborative Autonomous Learning Abilities in Computer Mediated Language Learning: Attention to Meaning among Students in Wiki Space. Computer Assisted Language Learning, 23, 41-58. https://doi.org/10.1080/09588220903467335
[8]
Lee, L. (2016). Autonomous Learning through Task-Based Instruction in Fully Online Language Courses. Language Learning & Technology, 20, 81-97.
[9]
Li, H. (2016). An Empirical Study on College Students’ English Independent Learning Ability and Self-Efficacy. Modern Foreign Languages, 2, 235-245, 292-293.
[10]
Lu, Y., & Li, Q. (2007). On the Cultivation of Students’ Independent Learning Ability under the Background of Educational Innovation. Heilongjiang Researches on Higher Education, 10, 191-192.
[11]
Ma, X. L., Wu, T., & Liu, L. C. (2015). Computational Thinking: The Integration of Thinking Ability Cultivation and the Teaching of Information Technology Basic Courses. China Education Informatization, 2, 22-25.
[12]
Ma, X. L., Zhao, G. Q., & Wu, T. (2016). An Empirical Study on How the Flipped Classroom Promotes the Development of College Students’ Independent Learning Ability: Based on the Practice of College Public Computer Courses. China Educational Technology, 7, 99-106, 136.
[13]
Ma, X., Jiang, X., Tian, S., & Jia, Y. (2022). Research on the Investigation and Cultivation Strategy of Freshmen’s Autonomous Learning Ability. Open Journal of Social Sciences, 10, 170-194. https://doi.org/10.4236/jss.2022.1012012
[14]
Martín-Gutiérrez, J., Fabiani, P., Benesova, W., Meneses, M. D., & Mora, C. E. (2015). Augmented Reality to Promote Collaborative and Autonomous Learning in Higher Education. Computers in Human Behavior, 51, 752-761. https://doi.org/10.1016/j.chb.2014.11.093
[15]
Pilling‐Cormick, J. (1997). Transformative and Self‐Directed Learning in Practice. New Directions for Adult and Continuing Education, 1997, 69-77. https://doi.org/10.1002/ace.7408
[16]
Sercu, L. (2010). Autonomous Learning and the Acquisition of Intercultural Communicative Competence: Some Implications for Course Development. Language, Culture and Curriculum, 15, 61-74. https://doi.org/10.1080/07908310208666633
[17]
Wang, Z. R., Zhou, Y. Y., & Wu, H. (2015). A Dynamic Study on College Students’ English Independent Learning Ability during the Academic Transition Period. Foreign Language World, 2, 25-33.
[18]
Xu, J. F. (2020). The Composition and Cultivation of Foreign Language Majors’ Independent Learning Ability. Foreign Language World, 6, 26-32, 62.
[19]
Yun, T. Y., & Du, Z. Q. (2013). A Study on the Autonomous English Learning Model of College Students in the Network Environment. China Educational Technology, 11, 129-131.
[20]
Zhang, G. P. (2017). Research on Cultivating Students’ Independent Learning Ability in Information Technology Teaching. Way of Success, 3, 39.
[21]
Zhang, Y. (2009). Cultivating Students’ Independent Learning Ability in Information Technology Classroom Teaching. China Educational Technology & Equipment, 17, 68-70.
[22]
Zimmerman, B. J., & Risemberg, R. (1997). Self-Regulatory Dimensions of Academic Learning and Motivation. In G. D. Phye (Ed.), Handbook of Academic Learning (pp. 105-125). Elsevier. https://doi.org/10.1016/b978-012554255-5/50005-3
