| Emerging instructional design models propose scaffolding as a method for supporting academics in the transition towards independent design of learner-centered environments. It is not clear, however, how such scaffolding occurs, or which scaffolding techniques are used in working with academics. The purpose of this phenomenographic qualitative study was to explore academics' experiences with scaffolding techniques used by educational developers during individual instructional consultation, and how such techniques support a paradigm shift towards learner-centered course design. Eleven academics and six educational developers from five different universities were separately interviewed using an author-designed interview protocol. Course materials submitted by the academics were assessed for learner-centered approaches using a rubric. Four scaffolding techniques used by educational developers when collaborating with academics were identified: (a) simplifying the task, (b) providing feedback, (c) providing clues, options, and explanations, and (d) using probing questions. Results also showed that scaffolding occurs in conjunction with four other methods of collaboration: coaching, modeling, reflection, and exploration. A framework of scaffolding that enables independent design of learner-centered environments by academics was proposed. The framework encompassed four interrelated components. Developers: (a) cultivate and sustain long-term, productive relationships with academics to accommodate the developmental nature of the transition towards learner-centered design; (b) use a toolkit of methods, one of which is scaffolding, to engage academics in the design of learner-centered environments; (c) engage academics by focusing not only on instructional strategies, but pursue conceptual change towards learner-centered approaches; and (d) provide intentional and ample opportunities for academics to reflect on practice. The use of scaffolding during individual instructional consultation can be the context for change in conceptions that manifest in learner-centered approaches to course design. |
