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Encouraging student independence: Perspectives on scaffolding in higher education supervision
Södertörns högskola, Institutionen för historia och samtidsstudier, Etnologi.ORCID-id: 0000-0002-0223-8739
2020 (engelsk)Inngår i: Journal of Applied Research in Higher Education, ISSN 2050-7003, E-ISSN 1758-1184, Vol. 12, nr 3, s. 495-505Artikkel i tidsskrift (Fagfellevurdert) Published
Abstract [en]

Purpose

The aim of this article is to examine if and how supervisors’ use of two kinds of potential scaffolding means - asking questions and giving instructions - could contribute to fulfilling the scaffolding intention of student independence, in the context of supervision of degree projects within higher education.

Design/methodology/approach

The article is based on qualitative content analysis of two series of supervision meetings between a supervisor and a student in Swedish higher education, comprising a total of eight recorded sessions. The theoretical framework of the article is centered on scaffolding and independent learning, and central concepts are contingency, fading, transfer of responsibility and student independence.

Findings

The analysis shows how the supervisors’ use of questions, and in some respect instructions, could contribute to fulfilling the scaffolding intention of student independence through enabling active participation of both student and supervisor and that the supervision was based on contingency. The analysis further shows that the supervisors tended to become more directive as the work came along, especially when students appeared to be running out of time. The supervision processes did thus not appear to be characterized by fading and transfer of responsibility.

Originality/value

This article contributes to the research field of higher education through discussing student independence as a potential scaffolding intention within supervision of degree projects, based on recorded supervision meetings. Supervision of degree projects is a highly relevant context for discussing scaffolding, since it combines increased student independence with close interaction between student and supervisor for an extended period.

sted, utgiver, år, opplag, sider
Emerald Group Publishing Limited, 2020. Vol. 12, nr 3, s. 495-505
Emneord [en]
higher education, supervision of degree projects, student independence, teacher education, scaffolding, independent learning
HSV kategori
Forskningsprogram
Historiska studier; Utbildningsvetenskapliga studier
Identifikatorer
URN: urn:nbn:se:sh:diva-39027DOI: 10.1108/JARHE-01-2019-0012ISI: 000542039100008Scopus ID: 2-s2.0-85073984977Lokal ID: 2015/3.1.1/1423OAI: oai:DiVA.org:sh-39027DiVA, id: diva2:1352538
Ingår i projekt
Independence in higher education: A comparative study of Sweden and Russia, The Foundation for Baltic and East European Studies
Forskningsfinansiär
The Foundation for Baltic and East European Studies, 73/2015Tilgjengelig fra: 2019-09-19 Laget: 2019-09-19 Sist oppdatert: 2022-02-25bibliografisk kontrollert

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Zackariasson, Maria

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