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Table 3 The coding framework of groups’ immediate uptakes of instructor scaffoldings (c.f. Barron, 2003)

From: Applying multimodal learning analytics to examine the immediate and delayed effects of instructor scaffoldings on small groups’ collaborative programming

Code

Description

Keeping silent to scaffolding (KPS)

The group kept silent or maintained no actions to the instructor scaffolding, e.g., did not communicate nor conducted programming on the computer

Ignoring scaffolding (IGN)

The group did not mention or use the instructor scaffolding and continued to try to solve the problem according to their own thoughts

Refusing scaffolding (REF)

The group explicitly refused to refer to the instructor scaffolding

Repeating or copying scaffolding (REC)

The group repeated or copied the content of the instructor scaffolding

Asking questions about scaffolding (ASQ)

The group asked the instructor a question when they did not understand the content of the instructor scaffolding

Responding to scaffolding (RES)

The group simply responded to the instructor scaffolding, e.g., a student answered the instructor’s question with “yes” or “no”

Understanding or applying scaffolding (UAS)

The group elaborated on the content of the scaffolding in their own words or applied it to solve problems