The study designed scaffolds to facilitate online project-based learning. The question-generation, worked examples and peer-assessment were adopted and transformed into the scaffolds. The integration of the scaffolds into the project process was exemplified in a distance course, entitle as instructional design. Thirty college students participated in the study for 18 weeks. The Moodle as well as the Adobe-connect learning system were adopted to engage learners with the contents, scaffolds and team collaboration. Data analysis found that the scaffolds facilitated participants' engagement with the learning contents and team interaction. Empirical significance of the study as well as suggestions for instructional implementation and future study are provided.
The Workshop Proceedings of the 22nd International Conference on Computers in Education, pp.114-119