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Journal articles on the topic 'Peer scaffolding'

Author: Grafiati

Published: 4 June 2021

Last updated: 18 February 2022

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1

Ferreira, Marília Mendes. "Constraints to peer scaffolding." Trabalhos em Linguística Aplicada 47, no. 1 (2008): 9–29. http://dx.doi.org/10.1590/s0103-18132008000100002.

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Several studies, usually carried out in settings that are conducive to interaction, demonstrate peers can provide mutual scaffolding effectively. In contrast, this article focuses on constraints to peer scaffolding which, possibly, happened because of participants' demotivating learning environment. Analysis is based on the video and audio recordings of the performance of two beginning Brazilian students carrying out two oral tasks in an EFL class. Task one consists of an information gap and task two, of a communicative drill. The following constraints were identified: 1) the less capable peer

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2

Lin, Sandra Sim Phek, and Moses Samuel. "Scaffolding during Peer Response Sessions." Procedia - Social and Behavioral Sciences 90 (October 2013): 737–44. http://dx.doi.org/10.1016/j.sbspro.2013.07.147.

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Kirova, Anna, and Nicole M. Jamison. "Peer scaffolding techniques and approaches in preschool children’s multiliteracy practices with iPads." Journal of Early Childhood Research 16, no. 3 (2018): 245–57. http://dx.doi.org/10.1177/1476718x18775762.

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This article presents findings from a 4-month qualitative intrinsic case study that examined 25 preschool children’s early multiliteracy experiences and technology uses within the context of their homes and classroom. First, to find out about the different forms of technology and literacy practices the children participated in within their homes and classroom, we surveyed 13 parents and the two classroom teachers. Next, we conducted regular in-class observations, interviewed seven children about their digital experiences, and analyzed digital artifacts created on the iPads. Vygotsky’s sociocul

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Memari Hanjani, Alireza. "Collective peer scaffolding, self-revision, and writing progress of novice EFL learners :." International Journal of English Studies 19, no. 1 (2019): 41–57. http://dx.doi.org/10.6018/ijes.331771.

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This classroom-based study examined the effect of collective peer scaffolding activity on narrative and descriptive self-revised drafts and new paragraphs developed by 32 EFL university students in a paragraph writing course in Iran. Each genre was discussed and practiced every other week and was followed by a collective peer scaffolding session. For each genre, learners were required to develop a 150-word paragraph in two drafts (pre- and post-collective scaffolding) and email them to their lecturer within five days before the next sessions were held. They also developed a new narrative and d

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Casey, M. M., S. P. Bates, K. W. Galloway, et al. "Scaffolding student engagement via online peer learning." European Journal of Physics 35, no. 4 (2014): 045002. http://dx.doi.org/10.1088/0143-0807/35/4/045002.

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6

Azir, Ince Dian Aprilyani. "Applying Peer Scaffolding to Enhance the EFL Vocational Students’ Speaking Skills." Ethical Lingua: Journal of Language Teaching and Literature 6, no. 2 (2019): 149–57. http://dx.doi.org/10.30605/25409190.v6.149-157.

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The preliminary study showed that the students at English as a Foreign Language (EFL) in the vocational higher education context found the speaking skills as the most difficult ones to learn. The students also declared that unsupportive English learning atmosphere in the class used to make the students reluctant to speak. This phenomenon also leads the students to have lack of confidence to speak English in the class. Thus, the researcher conducted experimental research using Peer Scaffolding approach using Vygotsky’s theory to check whether it improves the students’ speaking skills. The resea

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Howe, Christine. "Scaffolding in context: Peer interaction and abstract learning." Learning, Culture and Social Interaction 2, no. 1 (2013): 3–10. http://dx.doi.org/10.1016/j.lcsi.2012.12.005.

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8

Dawadi, Saraswati. "Mediation in Peer Interaction." Journal of NELTA 19, no. 1-2 (2015): 47–55. http://dx.doi.org/10.3126/nelta.v19i1-2.12079.

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This article examines the strategies used by the high-level English as a foreign language learners to mediate understanding in peer interactions. The data was generated from peer interactions of post graduate level students in their regular classroom. It was found that the students were able to understand communicative intent of their peers and provide support to each other; they worked collaboratively and co-constructed knowledge. They used different strategies to mediate understanding. The major strategies included: repetition, elaboration, definition, contextual cues, scaffolding, paralingu

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9

Kusmaryono, Imam, and Dyana Wijayanti. "TINJAUAN SISTEMATIS: STRATEGIS SCAFFOLDING PADA PEMBELAJARAN MATEMATIKA." Phenomenon : Jurnal Pendidikan MIPA 10, no. 1 (2020): 102. http://dx.doi.org/10.21580/phen.2020.10.1.6114.

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<p>This scientific article presents the results of a literature review on scaffolding strategies in mathematics education (2015-2020). The literature review was based on 32 scientific publications that met the inclusion criteria and were included in the final analysis with a total sample size of 1368 students (participants). In theory, this literature research aims to provide an empirical picture of the latest literature on the application of scaffolding strategies and analyze teacher-student interaction patterns when scaffolding is implemented in mathematics learning. The results of thi

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Chen, Tzer-Long, Tsung-Chih Hsiao, Tsan-Ching Kang, Ting-Yuan Wu, and Chih-Cheng Chen. "Learning Programming Language in Higher Education for Sustainable Development: Point-Earning Bidding Method." Sustainability 12, no. 11 (2020): 4489. http://dx.doi.org/10.3390/su12114489.

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Promoting learning passion for students in higher education is a vital and challenging issue. Due to the swift changes in society and technology development, many convenient and interesting technologies increasingly interfere with students’ learning performances and reduce students’ motivation for attending classes. For example, mobile games and social networking have led students to lose their passion for learning. MAPS (Mind Mapping, Asking Questions, Presentation, Scaffolding Instruction) is a flipped teaching model which has been proved as an effective approach to increasing students’ refl

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11

Shin, Yoonhee, Dongsik Kim, and Donggil Song. "Types and Timing of Scaffolding to Promote Meaningful Peer Interaction and Increase Learning Performance in Computer-Supported Collaborative Learning Environments." Journal of Educational Computing Research 58, no. 3 (2019): 640–61. http://dx.doi.org/10.1177/0735633119877134.

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This study was designed to examine the effects of negotiation scaffolding for solving complex problems, focusing on peer interaction and learning performance in a computer-supported collaborative learning environment. For this research, 38 undergraduate students performed complex tasks using a collaborative discussion tool that implemented scaffolding strategies including the fading of meaning-negotiation scaffolding (MS) and the provision of position-negotiation scaffolding (PS). The participants were assigned to one of the following conditions: (a) MS is not faded and PS is not provided (Gro

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12

De Guerrero, Maria C. M., and Olga S. Villamil. "Activating the ZPD: Mutual Scaffolding in L2 Peer Revision." Modern Language Journal 84, no. 1 (2000): 51–68. http://dx.doi.org/10.1111/0026-7902.00052.

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Shooshtari, Zohreh G., and Farzaneh Mir. "ZPD, Tutor; Peer Scaffolding: Sociocultural Theory in Writing Strategies Application." Procedia - Social and Behavioral Sciences 98 (May 2014): 1771–76. http://dx.doi.org/10.1016/j.sbspro.2014.03.605.

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Pifarre, Manoli, and Ruth Cobos. "Promoting metacognitive skills through peer scaffolding in a CSCL environment." International Journal of Computer-Supported Collaborative Learning 5, no. 2 (2010): 237–53. http://dx.doi.org/10.1007/s11412-010-9084-6.

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Farias, Cláudio, Peter Andrew Hastie, and Isabel Mesquita. "Scaffolding student–coaches’ instructional leadership toward student-centred peer interactions." European Physical Education Review 24, no. 3 (2017): 269–91. http://dx.doi.org/10.1177/1356336x16687303.

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This study was the first in sport education to provide a yearlong, in-depth examination of the scaffolding processes used by a teacher during student participation in four consecutive seasons. Given the peer teaching format of the learning activities and curriculum ownership allocated to students, a focus was placed on the preparation of the students in the role of team coaches to conduct instruction in student-centred interactions (active engagement of teammates in problem-solving, discovery, and the construction of knowledge). Twenty-six seventh grade students participated in four consecutiv

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Wu, Wen-Chi Vivian, Michael Marek, and Ling Ling Yen. "Promotion of EFL Student Motivation, Confidence, and Satisfaction Via a Learning Spiral, Peer-Scaffolding, and CMC." International Journal of Computer-Assisted Language Learning and Teaching 2, no. 3 (2012): 54–75. http://dx.doi.org/10.4018/ijcallt.2012070104.

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This study presents an EFL (English as a Foreign Language) instructional model in which peer interaction improves motivation, confidence, satisfaction, and actual performance of students. Researchers used peer interaction for repeated assignments via Computer-Mediated Communication (CMC) to study how focused peer interaction contributes to changes in the four factors. EFL students in Taiwan interacted “live” via the Internet with a native English speaker in America. Integrative and instrumental motivation, satisfaction, confidence, and actual performance all improved as a result of the peer in

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Donahue, Mavis L., Carol M. Szymanski, and Christine Wujek Flores. "When "Emily Dickinson" Met "Steven Spielberg"." Language, Speech, and Hearing Services in Schools 30, no. 3 (1999): 274–84. http://dx.doi.org/10.1044/0161-1461.3003.274.

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Current research and theory on social information processing is used to frame the peer interactions of "Emily Dickinson," a 16-year-old girl with a long history of oral language problems and social isolation, but strong interests in literacy. In ongoing assessment that prioritized authentic and ecologically valid data collected in classroom settings, the Crick and Dodge (1994) model was used to guide an analysis of Emily’s social-cognitive abilities and disabilities during peer interaction. These observations revealed that Emily had evolved a social schema that strategically recruited her stro

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St. George, Alison, and Joy Cullen. "Social Life and Learning: Peer scaffolding in a new entrant classroom." Early Childhood Folio 4 (June 1, 1999): 20–23. http://dx.doi.org/10.18296/ecf.0262.

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St. George, Alison, and Joy Cullen. "Social life and learning: Peer scaffolding in a new entrant classroom." Set: Research Information for Teachers, no. 1 (June 1, 1999): 1–4. http://dx.doi.org/10.18296/set.0815.

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Williams, Shannon Tierney, Ann M. Mastergeorge, and Lenna L. Ontai. "Caregiver involvement in infant peer interactions: Scaffolding in a social context." Early Childhood Research Quarterly 25, no. 2 (2010): 251–66. http://dx.doi.org/10.1016/j.ecresq.2009.11.004.

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Henderson, Kathryn I., and Deborah K. Palmer. "Teacher scaffolding and pair work in a bilingual pre-kindergarten classroom." Journal of Immersion and Content-Based Language Education 3, no. 1 (2015): 77–101. http://dx.doi.org/10.1075/jicb.3.1.04hen.

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This paper presents findings from a year-long study of pair work and bilingual development in a hybrid developmental bilingual pre-kindergarten classroom. Grounded in sociocultural theory and developed using ethnographic approaches to data collection and analysis, the researchers analyzed how a master bilingual teacher scaffolded pair work and peer teaching. Findings revealed an association between teacher modeling of language use and behavior, and student language use and behavior in pair work. How the teacher scaffolded both the structure and processes of pair work and the resulting student

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Musa, Mohammed Girei, and Zaleha Abdullah. "Integration of Problem Based Learning and online Scaffolding for Educational Purpose: A mini-review." Asia Proceedings of Social Sciences 6, no. 1 (2020): 31–35. http://dx.doi.org/10.31580/apss.v6i1.1222.

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The integration of Problem-based-learning (PBL) and Scaffolding for instruction in various fields of education cannot be contravened. The strategy can enhance and supplement the conventional learning model accommodating the generic skills for learning in the 21stcentury. The main scope of this study is to review the findings and conclusions of studies about the mastery of implementation of PBL and scaffolding as a learning strategy, its effectiveness on education. The study adopts a systematic review and 11 articles from 2015 until 2019 including both peer review and full text from Scopus, Sci

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Lai, Ming, and Nancy Law. "Peer Scaffolding of Knowledge Building Through Collaborative Groups with Differential Learning Experiences." Journal of Educational Computing Research 35, no. 2 (2006): 123–44. http://dx.doi.org/10.2190/gw42-575w-q301-1765.

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24

Zalewski, Jan. "Scaffolding by Means of Scientific Concepts: A Teacher-guided Peer Response Activity." Studia Anglica Resoviensia 15, no. 1 (2018): 114–25. http://dx.doi.org/10.15584/sar.2018.15.1.8.

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Könings, Karen D., Marjo van Zundert, and Jeroen J. G. van Merriënboer. "Scaffolding peer-assessment skills: Risk of interference with learning domain-specific skills?" Learning and Instruction 60 (April 2019): 85–94. http://dx.doi.org/10.1016/j.learninstruc.2018.11.007.

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Acar, Ibrahim H., Soo-Young Hong, and ChaoRong Wu. "Examining the role of teacher presence and scaffolding in preschoolers’ peer interactions." European Early Childhood Education Research Journal 25, no. 6 (2017): 866–84. http://dx.doi.org/10.1080/1350293x.2017.1380884.

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27

Choi, Ikseon, Susan M. Land, and Alfred J. Turgeon. "Scaffolding Peer-questioning Strategies to Facilitate Metacognition During Online Small Group Discussion." Instructional Science 33, no. 5-6 (2005): 483–511. http://dx.doi.org/10.1007/s11251-005-1277-4.

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Lee, Lina. "Learners' Perceptions of the Effectiveness of Blogging for L2 Writing in Fully Online Language Courses." International Journal of Computer-Assisted Language Learning and Teaching 7, no. 1 (2017): 19–33. http://dx.doi.org/10.4018/ijcallt.2017010102.

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The study explores how the application of blog assignments facilitated the L2 writing process and how blogging affects the way students view blog-based L2 writing instruction and peer feedback. The results showed that beginning students had a positive attitude toward the use of blogs because it gave them agency over their learning, and engaged them in co-construction of knowledge with their peers. While scaffolding through peer feedback affected students' self-regulated efforts to make improvement on written content and increase language accuracy, strategies for effective use of feedback from

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29

Lee, Chien-I., Ya-Fei Yang, and Shin-Yi Mai. "The Impact of a Scaffolded Assessment Intervention on Students' Academic Achievement in Web-based Peer Assessment Activities." International Journal of Distance Education Technologies 14, no. 4 (2016): 41–54. http://dx.doi.org/10.4018/ijdet.2016100104.

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Web-based peer assessment has been considered an important process for learning. However, students may not offer constructive feedback due to lack of expertise knowledge. Therefore, this study proposed a scaffolded assessment approach accordingly. To evaluate the effectiveness of the proposed approach, the quasi-experimental design was employed to investigate the effects of scaffolded assessment for self-critiques and peer assessment on students' learning effectiveness in the web-based assessment activities. A total of ninety 7th graders participated in the experiment, and divided into three g

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Shamir, Adina, and Tamar Lazerovitz. "Peer mediation intervention for scaffolding self‐regulated learning among children with learning disabilities." European Journal of Special Needs Education 22, no. 3 (2007): 255–73. http://dx.doi.org/10.1080/08856250701430786.

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Dong, Yanxiu, and Suli Liu. "Dynamic Features of Students’ Scaffolding Interaction in English Writing Class." Theory and Practice in Language Studies 10, no. 6 (2020): 647. http://dx.doi.org/10.17507/tpls.1006.04.

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Peer scaffolding as an important index of active student-student interaction has already aroused researchers’ interests. In addition, the application of Dynamic System Theory in language study provided researchers with a new perspective. The author conducted an eight-week research in a foreign language university in China. 56 non-English major sophomores from two classes participated in this study. The results indicated that students’ interaction in small group discussion was a dynamic system and it had all the dynamic system features such as unpredictable, sensitive to initial conditions, ope

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Galloway, Kyle W., and Simon Burns. "Doing it for themselves: students creating a high quality peer-learning environment." Chemistry Education Research and Practice 16, no. 1 (2015): 82–92. http://dx.doi.org/10.1039/c4rp00209a.

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To support our students during their study and exam preparation we have developed a novel synoptic revision exercise using the online PeerWise system. Academic staff involvement was passive after introducing the assignment to the cohort via scaffolding activities, thus generating an entirely student-led peer-learning environment for the task. Student engagement exceeded all expectations with high levels of activity and peer-learning occurring over a wide range of topics. We report on a detailed investigation of the quality of the student-generated content, involving two years of data with sepa

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Chang, Hsin-Yi, and Hsiang-Chi Chang. "Scaffolding Students’ Online Critiquing of Expert- and Peer-generated Molecular Models of Chemical Reactions." International Journal of Science Education 35, no. 12 (2013): 2028–56. http://dx.doi.org/10.1080/09500693.2012.733978.

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Shin, Suhkyung, Thomas A. Brush, and Krista D. Glazewski. "Patterns of peer scaffolding in technology-enhanced inquiry classrooms: application of social network analysis." Educational Technology Research and Development 68, no. 5 (2020): 2321–50. http://dx.doi.org/10.1007/s11423-020-09779-0.

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Cochrane, Eleanor, and Phil Smith. "'Lurker' to learner: Encouraging collaborative learning using a scaffolding and peer assisted learning approach." British Student Doctor Journal 4, no. 3 (2020): 22. http://dx.doi.org/10.18573/bsdj.195.

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36

Bonk, Curtis Jay, Steve Malikowski, Charoula Angeli, and Judy East. "Web-Based Case Conferencing for Preservice Teacher Education: Electronic Discourse from the Field." Journal of Educational Computing Research 19, no. 3 (1998): 269–306. http://dx.doi.org/10.2190/l298-tgtl-4x38-9fh2.

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The purpose of this study was to foster preservice teacher learning of educational psychology by creating a Web-based learning community using actual case situations these future teachers had experienced during their field observations. In this study, 146 undergraduate educational psychology students were randomly assigned to two different electronic conferencing groups where they generated teaching vignettes related to their early field experiences and reacted to the cases of their peers. As a counterbalanced research design, half of these students received heavy scaffolding (HS) during the f

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37

Fong, Lin Siew. "Facilitating Group Analysis of Two Case Studies Utilising Peer Tutoring: Comparison of Tasks and Outcomes." Journal of Educational Issues 2, no. 2 (2016): 90. http://dx.doi.org/10.5296/jei.v2i2.9811.

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<p>Peer-tutoring sessions of two groups of advanced diploma in financial accounting students with mixed proficiency were analysed thoroughly in this study. Numerous studies in peer tutoring have produced favourable results to both tutors and tutees due to the scaffolding process which promotes effective learning. However, there is a lack of studies conducted using case study as a group task in peer tutoring. Therefore, in this study, the analysis of this type of task in the course of peer tutoring is given much prominence. Video recordings of the peer-tutoring sessions were made and info

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Visser, Cora LF, Anouk Wouters, Gerda Croiset, and Rashmi A. Kusurkar. "Scaffolding Clinical Reasoning of Health Care Students: A Qualitative Exploration of Clinicians’ Perceptions on an Interprofessional Obstetric Ward." Journal of Medical Education and Curricular Development 7 (January 2020): 238212052090791. http://dx.doi.org/10.1177/2382120520907915.

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Purpose: Interprofessional education (IPE) on a ward supports students to generate interprofessional patient care plans as a means to learn about the roles, responsibilities, and clinical reasoning of other professions. We investigated how clinicians guide the clinical reasoning of students from their own and other professions and whether clinicians from nursing, midwifery, and medicine could scaffold students from all professions, that is, by providing just-in-time and tailored support. Methods: Nine supervising clinicians from medicine, nursing, and midwifery were interviewed and a repeat in

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Flanagan, Marian, and Carmen Heine. "Peer-feedback as a Translation Training Tool in Web-based Communication." HERMES - Journal of Language and Communication in Business 27, no. 54 (2015): 115. http://dx.doi.org/10.7146/hjlcb.v27i54.22951.

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<p>Teaching web-based communication involves website analysis, website design and webcopy writing, often in multiple languages for different target audiences. Localization and foreign language webcopy writing require training in the area of translation, in addition to other skills related to web communication. Such training might be didactically supported with peer-feedback assignments. Surprisingly few studies in the area of localization/translation and web-based communication report about classroom practice of this kind. Drawing on theory from Educational Psychology, Writing Research i

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40

Díaz Galvis, Nubia Mercedes. "Peer editing: a strategic source in EFL students’ writing process." Colombian Applied Linguistics Journal 12, no. 1 (2011): 85. http://dx.doi.org/10.14483/22487085.93.

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This article reports on a research project focused on peer editing as a pedagogical tool to promote collaborative assessment in the EFL writing process. With teachers overstretched in the Bogotá public school system, a method needed to be found that would allow students to receive much needed feedback without overtaxing the teachers` resources. Peer editing, a phenomenon that often occurs naturally within the classroom, was therefore systematically implemented as a solution to the stated problem. The main aims of this study, conducted with a group of ninth grade student at a public school in B

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Entusiastik. "HOW SCAFFOLDING CONCEPT IS REALISED THROUGH THE USE OF FEEDBACK: A SOCIOCULTURAL PERSPECTIVE." EDULINK : EDUCATION AND LINGUISTICS KNOWLEDGE JOURNAL 1, no. 1 (2019): 15. http://dx.doi.org/10.32503/edulink.v1i1.451.

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The aim of this paper is to discuss how the metaphor of scaffolding is realised through the use of feedback in an ESL class in the US. In doing the analysis, I look at three types of feedback (self-feedback, peer feedback, and teacher feedback) and how each type help to shape the learning process in the learning context which is discussed. A number of experimental researches indicate that L2 learners would benefit from corrective feedback -regardless of the type of the feedback (Alfaajreh and Lantolf, 1994; Caroll and Swain, 1992). In the same vein, from this learning context, it can be conclu

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Kos, Tomas. "Peer assistance among mixed-age pairs in mixed-age EFL secondary school classrooms in Germany." European Journal of Applied Linguistics 7, no. 1 (2019): 61–112. http://dx.doi.org/10.1515/eujal-2017-0013.

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AbstractDrawing from a sociocultural framework, this paper reports a study which investigated peer assistance among 10 mixed-age pairs (n=20) in mixed-age English as a foreign language (EFL) secondary school classrooms in Germany which are simultaneously mixed-ability classrooms. Mixed-age is increasingly used (Kallery and Loupidou 2016; Kuhl et al. 2013; Thurn 2011), but is under-researched in language classrooms. Although some research has been conducted in L2 mixed-proficiency settings, there has been no study conducted on peer-interactions within mixed-age groups/pairs in L2 contexts. This

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43

Abri, Abdullah Al. "Exploring EFL Learners’ Comments on Web-Based Peer Feedback: Local and Global Revisions." English Language Teaching 14, no. 6 (2021): 114. http://dx.doi.org/10.5539/elt.v14n6p114.

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The purpose of this empirical study was to explore the interactional commenting patterns that EFL learners produced in web-based peer feedback and correlate them with the learners&rsquo; writing achievement. The study employed a quasi-experimental design built on the Theory of Cognitive Apprenticeship (Collins, 1991), which gives emphasis on coaching (local revision) and scaffolding (global revision) processes. The context of the study was in a public university in Oman and 50 participants were involved in a selected range of online peer-feedback processes, synchronously and asynchronously

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Jiang, Jiahong, and Yibing Yu. "The Effectiveness of Internet-based Peer Feedback Training on Chinese EFL College Students' Writing Proficiency." International Journal of Information and Communication Technology Education 10, no. 3 (2014): 34–46. http://dx.doi.org/10.4018/ijicte.2014070103.

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English writing, an indispensable skill in English learning, plays an important role in improving learners' language proficiency. With the wide spread and use of wired or wireless internet, EFL students can easily help and be helped with English writing. Therefore, the application of internet-based peer feedback training on writing to foreign or second language teaching and learning has opened up new possibilities for EFL students to improve their writing. Based on the theory of scaffolding and a computer-aided collaborative learning platform, the present study explored the effectiveness of in

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45

Ge, Xun, and Susan M. Land. "Scaffolding students’ problem-solving processes in an ill-structured task using question prompts and peer interactions." Educational Technology Research and Development 51, no. 1 (2003): 21–38. http://dx.doi.org/10.1007/bf02504515.

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Xun, GE, and Susan M. Land. "A conceptual framework for scaffolding III-structured problem-solving processes using question prompts and peer interactions." Educational Technology Research and Development 52, no. 2 (2004): 5–22. http://dx.doi.org/10.1007/bf02504836.

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47

Rahmat, Hawa, Chong Oi Leng, and Rohaidah Mashudi. "Innovative Educational Practice for Impactful Teaching Strategies through Scaffolding Method." Asian Journal of University Education 16, no. 4 (2021): 53. http://dx.doi.org/10.24191/ajue.v16i4.11952.

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As technology progresses in education, 21st-century educators need to use impactful instructional methods to ensure that the focus of education is on preparing today's children for the future. However, the biggest challenge for most lecturers in Multimedia University is teaching the non-graded subjects (pass or fail in nature). Since the subjects do not affect the CGPA, students were found not being serious or showing interest in the class. Consequently, it affects the learning outcome of the subject and also the psychosocial and moral of the students and lecturers. Therefore, action research

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48

Haider, Mehwish, and Aalyia Yasmin. "Significance of Scaffolding and Peer Tutoring in the Light of Vygotsky’s Theory of Zone of Proximal Development." International Journal of Languages, Literature and Linguistics 1, no. 3 (2015): 170–73. http://dx.doi.org/10.18178/ijlll.2015.1.3.33.

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49

King, Alison. "ASK to THINK-TEL WHY: A model of transactive peer tutoring for scaffolding higher level complex learning." Educational Psychologist 32, no. 4 (1997): 221–35. http://dx.doi.org/10.1207/s15326985ep3204_3.

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Rasheed, Rasheed Abubakar, Amirrudin Kamsin, and Nor Aniza Abdullah. "An Approach for Scaffolding Students Peer-Learning Self-Regulation Strategy in the Online Component of Blended Learning." IEEE Access 9 (2021): 30721–38. http://dx.doi.org/10.1109/access.2021.3059916.

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