Scaffolding: Some unplanned consequences of addressing student satisfaction

Document Type

Conference Proceeding


Faculty of Community Services, Education and Social Sciences


School of Communications and Arts / Centre for Research in Entertainment, Arts,Technology, Education and Communications




Clarkson, B. & Brook, C. (2005). Scaffolding: some unplanned consequences of addressing student satisfaction. In P. Kommers & G. Richards (Eds.), Proceedings of ED-MEDIA 2005--World Conference on Educational Multimedia, Hypermedia & Telecommunications (pp. 2407-2414). Montreal, Canada: Association for the Advancement of Computing in Education (AACE). Retrieved from https://www.learntechlib.org/primary/p/20435/.


This paper reports an on going study aimed at enhancing the learning quality of undergraduate courses through the application of quality instructional practices derived from the literature. Earlier stages of the study involved developing authentic assessment activities, authentic learning activities and fostering links with institution policies. This third stage explores the inclusion of scaffolding in course design and the influence this has on student satisfaction with the learning experience and rate of success. Measures indicated that students valued the changes, but the researchers did not expect to find a large but 'hidden' block of repeaters. Also some students seemed to take the extra information provided about the course into consideration when they considered withdrawing without academic penalty, rather than risking failure.

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