Abstract
M.Ed. (ICT)
The aim of this qualitative case study was to gain insight into the online conversation interaction and the nature of scaffolding which takes place when interactive learning technologies are used from a socio-constructivist perspective. Given the sparse research on scaffolding which takes place when interactive learning technologies, such as Edmodo, are used within a South African context, this study aims to address the gaps in current research by examining the nature and type of scaffolding, which occurs during online conversations.
This study utilised the Exchange Structure Analysis model (ESA), adopted from Lim (2006), to code transcripts of online discussions in order to explore interactions between learners and their lecturer over a limited period. Findings from this study revealed that the lecturer initiated the posting of messages on Edmodo. This was expected as the lecturer’s role, within online discussions, is to guide and encourage conversations. Through the application of research design, which integrated discourse analytical concepts, online discourse was found to be used for the exchange of information within the group and was also linked to more in depth discussions. The high prevalence of response (R) indicated that significant and in depth information was shared during these conversations. Moves within the exchanges suggested that participants used the discussions to inquire about various aspects which included content, technical aspects and administration. In addition, students asked for guidance and support.
Different types of scaffolds were identified. The main category, in which students requested support and guidance while using the online platform, was coded as (PRO-TECH). This category included operational aspects, such as guidance regarding the use of technological resources and tools, and was thus used specifically to code any support students requested relating to technological operations and infrastructure, including tablets not working, passwords and log in details. This scaffold, identified within the exchange patterns, suggested that technical support was the main component which students requested guidance in. It is thus essential that the necessary infrastructure should be in place before a higher education institution implements online learning, and interactive learning technologies, in the classroom...