Master Thesis

Intended Learning Outcomes as a Scaffolding Method to Enhance Learning in Online Courses

Noah Zimmermann & Ai Miyamoto
Abstract
The goal of the present thesis is to extend previous research on instructional methods and scaffolding for online courses. With the emergence of online education, it is crucial to establish efficient online learning settings. A total of 73 German-speaking participants were randomly assigned into either a constructively aligned course that maintains consistency among learning objectives, materials, and assessments, or a misaligned course that possesses inadequate learning materials. A mixed-methods approach was employed: quantitative data captured perceptions of motivation, interest (both pre- and post-course), prior knowledge, and test outcomes, while qualitative insights were derived from comprehensive tests. Results revealed that participants in the constructively aligned course demonstrated significantly improved learning outcomes with a medium effect size. However, the scaffolding method used to enhance the online course design did not yield a significant difference in learning outcomes. Concluding, this study highlights the potential advantages of instructional methods that give priority to active learning activities in online courses.
Section I Introduction

With the advancement of online education, optimizing learning environments becomes crucial. This study aims to evaluate the effectiveness of constructively aligned courses versus misaligned courses and explore the impact of scaffolding on enhancing online course design. Motivation, interest, prior knowledge, and learning outcomes were measured to determine the significance of constructive alignment and scaffolding in online learning.

Section II Constructive Alignment & Scaffolding

Constructive Alignment (CA) is central to effective online course design, emphasizing the alignment of learning objectives, teaching and learning activities (TLAs), and assessment tasks (ATs) to foster deep learning. Intended Learning Outcomes (ILOs) guide this alignment, serving as benchmarks for desired learning achievements. This study further explores scaffolding, particularly meta-cognitive scaffolding, as a method to support learners in achieving ILOs, albeit with mixed results on its direct impact on learning outcomes.

Section III Methodology

A mixed-methods approach was employed, comparing a constructively aligned course with a misaligned counterpart among 73 participants. Data collection included quantitative surveys on motivation and interest and qualitative analysis of test outcomes and participant feedback.

Section IV Findings

Results indicated that constructively aligned courses significantly enhance learning outcomes with a medium effect size. However, the employed scaffolding method did not demonstrate a significant difference in learning outcomes, suggesting that while CA is beneficial, the effectiveness of scaffolding as an enhancement tool requires further investigation.

Section V Discussion

The study underscores the importance of CA in improving online learning outcomes and suggests that while scaffolding, particularly meta-cognitive scaffolding, holds potential, its implementation did not significantly affect learning outcomes in this context. Future research might explore different scaffolding approaches or the integration of scaffolding with other instructional strategies.

Section VI Conclusion

Constructive alignment significantly improves learning outcomes in online courses, affirming the value of aligning educational elements to support deep learning. While scaffolding did not show a significant impact on enhancing CA in this study, it remains a promising area for further research to optimize online learning environments.