Skip to main content
SpringerLink
Log in

The Importance of Scaffolding When “Building” Information Systems Specialists

  • Conference paper
  • First Online:
ICT Education (SACLA 2020)

Part of the book series: Communications in Computer and Information Science ((CCIS,volume 1518))

  • 216 Accesses

Abstract

University students are expected to be able to employ higher levels of cognitive engagement and solve problems. However, as a result of the massification of higher education, there are increasingly more students in university classrooms who tend to adopt surface level learning approaches to their education. The challenge that university teachers face is to find ways to teach which will encourage the students in their classrooms to adopt more deep learning strategies. Consequently, more university teachers are adopting a constructivist approach to teaching and learning in order to encourage greater active participation and deeper approaches to learning from the students However, without instructional support students are still able to adopt surface level approaches to learning and potentially construct misconceptions; thus they are not able to enact their knowledge in a meaningful way in order to solve problems. This paper discusses the use of constructivist teaching together with instructional support (scaffolding) within teaching in Information Systems and notes the importance of including high instructional support verse low instructional support.

This is a preview of subscription content, log in via an institution to check access.

Access this chapter

Log in via an institution
Chapter
USD 29.95
Price excludes VAT (USA)
  • Available as PDF
  • Read on any device
  • Instant download
  • Own it forever
eBook
USD 64.99
Price excludes VAT (USA)
  • Available as EPUB and PDF
  • Read on any device
  • Instant download
  • Own it forever
Softcover Book
USD 84.99
Price excludes VAT (USA)
  • Compact, lightweight edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info

Tax calculation will be finalised at checkout

Purchases are for personal use only

Institutional subscriptions

Similar content being viewed by others

References

  1. Alrawili, K.S., Osman, K., Almuntasheri, S.: The impact of scaffolding strategies on higher order thinking and attitudes for saudi middle school science students. Int. J. Educ. Pedagogy 1(2), 1–7 (2019). http://103.8.145.246/index.php/ijeap/article/view/7028

  2. Ashwin, P., et al.: Reflective Teaching in Higher Education. Bloomsbury, London (2015)

    Google Scholar 

  3. Belland, B.R.: Instructional Scaffolding in STEM Education. Springer, Cham (2017). https://doi.org/10.1007/978-3-319-02565-0

    Book  Google Scholar 

  4. Biggs, J.: What the student does: teaching for enhanced learning. High. Educ. Res. Develop. 31(1), 39–55 (2012). https://doi.org/10.1080/07294360.2012.642839

    Article  MathSciNet  Google Scholar 

  5. Bruner, J.: The Culture of Education. Harvard University Press, MA (1996)

    Google Scholar 

  6. Connolly, T.M., Begg, C.E.: A constructivist-based approach to teaching database analysis and design. J. Inf. Syst. Educ. 17(1), 43–53 (2006)

    Google Scholar 

  7. Dewey, J.: Art as Experience. Capricorn Books, New York (1958)

    Google Scholar 

  8. Dewey, J.: How We Think. Houghton Mifflin, Boston (1998)

    Google Scholar 

  9. Falchikov, N.: Rethinking Assessment in Higher Education. pp. 128–143 Routledge, London (2007)

    Google Scholar 

  10. Hardy, I., Jonen, A., Möller, K., Stern, E.: Effects of instructional support within constructivist learning environments for elementary school students’ understanding of floating and sinking. J. Educ. Psychol. 98(2), 307–326 (2006). https://doi.org/10.1037/0022-0663.98.2.307

  11. Hsiao, E.L., Mikolaj, P., Shih, Y.T.: A design case of scaffolding hybrid/online student-centered learning with multimedia. J. Educ. Online 14(1), 1–9 (2017)

    Google Scholar 

  12. Huang, H.M.: Toward constructivism for adult learners in online learning environments. British J. Educ. Technol. 33(1), 27–37 (2002). https://doi.org/10.1111/1467-8535.00236

    Article  Google Scholar 

  13. Hunt, L., Chalmers, D., Macdonald, R.: University teaching in focus. pp. 21–37. Routledge, London (2012)

    Google Scholar 

  14. Jonassen, D.H.: What are cognitive tools? In: Kommers, P.A.M., Jonassen, D.H., Mayes, J.T., Ferreira, A. (eds.) Cognitive Tools for Learning, pp. 1–6. Springer, Berlin Heidelberg, Berlin, Heidelberg (1992)

    Google Scholar 

  15. Lave, J., Wenger, E.: Situated learning: Legitimate Peripheral Learning. University of Cambridge Press, Cambridge (1991)

    Book  Google Scholar 

  16. Luckett, K., Sutherland, L.: Improving Teaching and Learning in Higher Education. pp. 98–130. Witwatersrand University Press, Johannesburg (2000)

    Google Scholar 

  17. Marton, F., Säljö, R.: On qualitative differences in learning: i-outcome and process. British J. Educ. Psychol. 46(1), 4–11 (1976). https://doi.org/10.1111/j.2044-8279.1976.tb02980.x

    Article  Google Scholar 

  18. Mohtashami, M., Scher, J.M.: Application of bloom’s cognitive domain taxonomy to database design. In: Proceedings of ISECON (Information Systems Educators Conference) (2000)

    Google Scholar 

  19. Mueller, B., Urbach, N.: Understanding the why, what, and how of theories in IS research. Communications of the Association for Information Systems 41(1), 17 (2017). https://doi.org/10.17705/1CAIS.04117

  20. Piaget, J.: The Psychology of Intelligence. Routledge, London (2001)

    Google Scholar 

  21. Quinn, L., Vorster, J.A.: Pedagogy for fostering criticality, reflectivity and praxis in a course on teaching for lecturers. Assess. Eval. Higher Educ. 41(7), 1100–1113 (2016). https://doi.org/10.1080/02602938.2015.1066756

    Article  Google Scholar 

  22. Rogoff, B., Lave, J. (eds.): Everyday Cognition: Its Development in Social Context. iUniverse (1999)

    Google Scholar 

  23. Seifert, K., Sutton, R.: Educational Psychology. Global Text Project, 2nd edn. (2009)

    Google Scholar 

  24. Shuell, T.J.: Cognitive conceptions of learning. Rev. Educ. Res. 56(4), 411–436 (1986)

    Article  Google Scholar 

  25. Tudge, J., Rogoff, B.: Peer influences on cognitive development: Piagetian and Vygotskian perspectives. In: Interaction in human development., pp. 17–40. Crosscurrents in contemporary psychology, Lawrence Erlbaum Associates Inc, Hillsdale, NJ, US (1989)

    Google Scholar 

  26. Ultanir, E.: An epistemological glance at the constructivist approach: constructivist learning in dewey, piaget, and montessori. Int. J. Ins. 5(2), 195–212 (2012)

    Google Scholar 

  27. Vygotsky, L.: Mind in society: The Development of Higher Psychological Processes. Harvard University Press, Cambridge (1978)

    Google Scholar 

  28. Wenger, E.: Communities of Practice: Learning, Meaning, and Identity. Cambridge University Press, Cambridge (1998)

    Book  Google Scholar 

  29. Wood, D., Bruner, J., Ross, G.: The role of tutoring in problem solving. J. Child Psychol. Psychiatry 17(2), 89–100 (2006). https://onlinelibrary.wiley.com/doi/abs/10.1111/j.1469-7610.1976.tb00381.x

Download references

Author information

Authors and Affiliations

  1. Department of Information Systems, Rhodes University, Makhanda, 6140, South Africa

    Ingrid Siebörger

Authors
  1. Ingrid Siebörger
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Ingrid Siebörger .

Editor information

Editors and Affiliations

  1. Rhodes University, Grahamstown, South Africa

    George Wells

  2. Rhodes University, Grahamstown, South Africa

    Monelo Nxozi

  3. University of South Africa, Johannesburg, South Africa

    Bobby Tait

Rights and permissions

Reprints and permissions

Copyright information

© 2021 Springer Nature Switzerland AG

About this paper

Check for updates. Verify currency and authenticity via CrossMark

Cite this paper

Siebörger, I. (2021). The Importance of Scaffolding When “Building” Information Systems Specialists. In: Wells, G., Nxozi, M., Tait, B. (eds) ICT Education. SACLA 2020. Communications in Computer and Information Science, vol 1518. Springer, Cham. https://doi.org/10.1007/978-3-030-92858-2_7

Download citation

  • DOI: https://doi.org/10.1007/978-3-030-92858-2_7

  • Published:

  • Publisher Name: Springer, Cham

  • Print ISBN: 978-3-030-92857-5

  • Online ISBN: 978-3-030-92858-2

  • eBook Packages: Computer ScienceComputer Science (R0)

Publish with us

Policies and ethics

Search

Navigation