Abstract
Self-efficacy is a student’s belief in their ability to perform a series of planned actions in a specific situation. Self-efficacy is crucial as it affects one’s learning and performance. Low self-efficacy is concomitant to lower accomplishments while high self-efficacy is associated with a sense of competency, leading to higher achievement. Asynchronous Online Discussion (AOD) as a learning activity is framed through the learning theory of social constructivism. Benefits of the AOD activity include extending the construction of knowledge beyond the classroom, enabling cooperative learning, developing critical thinking and enabling higher-order learning. The construction of knowledge has also been reported to be important to enhance academic performance. This study aims to investigate a scaffolded learning approach based on the Community of Inquiry (CoI) and The Pedagogical, Social and Technical (PST) model for knowledge construction through an AOD activity. Items from the Motivation Strategies for Learning Questionnaire were used to measure self-efficacy while the Interaction Analysis Model was used to analyse the discourse within the AOD forum. The survey results showed that despite learners’ self-efficacy were generally high, their expectancy for success was lower. Discourse analysis showed that learners demonstrated different cognitive activities and changes in their understanding of the concepts leading to the construction of knowledge. Learners also found the learning activity valuable as they could apply their knowledge during the peer assessment and improve their work based on peer feedback.
Author Information
Jayden Ang, Nanyang Polytechnic, Singapore
Comments
Powered by WP LinkPress