A Study On The Design And Application Of PIM-based Self-reflective Scaffolding For Teaching And Learning In Synchronous Classrooms

Synchronous classrooms aim to solve the real problems of educational disparity and inequitable distribution of resources,and effectively promote the balanced development of education,and with the continuous integration of information technology and teaching,synchronous classrooms are widely used.From the findings of related literature and field surveys,it is clear that the learning form of remote students in synchronous classroom is a formal online learning mode,and students are prone to low cognitive presence and poor learning outcomes.Relevant theories have described the role of cognitive presence in facilitating learning outcomes,but few studies have focused on improving the cognitive presence and learning outcomes of remote students in synchronous classrooms.Therefore,this study grasps the concept of cognitive presence and designs a scientific and reasonable self-reflective scaffold by combining relevant theories,the concept of Practical Inquiry Model(full name Practical Inquiry Model,hereafter abbreviated PIM)and the current development of learning scaffolds,which is applied in synchronous classroom teaching to enhance students’ cognitive presence and thus improve learning outcomes.This study firstly compares the current concepts and research status of synchronous classroom,cognitive presence,PIM and self-reflection scaffolding at home and abroad;and elaborates the relevant theoretical,namely cognitivist learning theory,constructivist learning theory,nearest developmental zone theory and inquiry community framework theory.Secondly,we focus on the problems of poor cognitive presence and poor learning outcomes in the synchronous classroom,analyze and summarize the connection between cognitive presence and learning outcomes,and then a PIM-based self-reflective scaffold is proposed to improve cognitive presence and optimize learning outcomes,combine the concepts of cognitive presence,PIM and self-reflective scaffold,and explain the mechanism of the role of PIM-based self-reflective scaffold in promoting students’ cognitive presence in the synchronous classroom.Finally,this study selected Primary School A and Township Primary School B in Guangxi as the experimental sites to apply PIM-based self-reflective scaffolding as an intervention in the Year 4 Science’Sound’ unit curriculum and then to conduct an orderly quasi-experimental study.The process was to conduct an un-interventional synchronous classroom teaching experiment,then design four rounds of self-reflective scaffolding based on chapter content that fit the characteristics of a synchronous classroom,and conduct four rounds of teaching experiments with the intervention,followed by a single factor repeated test to compare and analyse the pre-,post-,and delayed tests,as well as to analyse the post-test data from each round of the experiment.The cognitive presence questionnaire and activity card quality were used to detect changes in the development of students’ cognitive presence in the four dimensions of triggering events,exploration,integration,and solution,and to test the effectiveness of students’ learning with reference to the test question scores.Finally,the teachers’ and students’ perceptions of the PIM-based self-reflection scaffold were investigated by combining learning satisfaction and using the interview method to provide a scientific and effective basis for realistic support of the self-reflection scaffold applied to synchronous teaching.The experimental results showed that the PIM-based self-reflective scaffolding had a facilitating effect on the cognitive presence of distant students under the synchronous classroom,and the four dimensions of triggering events,exploration,integration and solution achieved high levels,which also led to significant improvement in student performance and optimized student learning to some extent.What’s more,the participants of this synchronous classroom were satisfied with the teaching activities of this study and gave their approval.In conclusion,the effective integration of PIM-based self-reflective scaffolding with synchronous classroom proposed in this study is feasible and effective,with a view to providing informative implementation suggestions for better synchronous classrooms.