Scaffolding their scaffolding: When tutors say will when they wont
Faculty of Education and Arts
School of Education
This paper reports the third stage of a longitudinal case study exploring the ongoing development of a core undergraduate unit in interactive media offered through an Australian university. For several years the outcome of this unit had been marked by high drop out and failure rates. Earlier stages of this study explored the manner in which authentic assessment aligning with system polices influenced the outcome of the learning experience. The penultimate stage explored the inclusion of scaffolding in course design and the influence this had on student satisfaction with the learning experience and rate of success. Guided by the findings of these explorations, this stage of the enquiry investigates the challenges facing tutors learning to scaffold their students learning. In particular it explores tutor interpretation and application of scaffolding strategies and the manner in which this might influence student outcomes.