The Effect of Motivational Scaffolding on the Effectiveness of Distance Learning
Two versions of a web-based 5-credit study skills course, both covering the same content and sharing all features save for the scaffolding, were compared: traditional-distance, and motivationally-scaffolded distance, during each of two terms. Motivational scaffolding consisted of using chat to run study skills support groups and instructor office hours. Results showed that procrastinating students performed better in the motivationally-scaffolded version than the traditional, while non-procrastinating students performed equally in both.
