#12239. Scaffolding Collaborative Case-Based Learning during Research Ethics Training

August 2026publication date
Proposal available till 04-06-2025
4 total number of authors per manuscript0 $

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Journal’s subject area:
Philosophy;
Sociology and Political Science;
Arts and Humanities (miscellaneous);
Education;
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More details about the manuscript: Arts & Humanities Citation Index or/and Social Sciences Citation Index
Abstract:
While there is plenty of research on how to scaffold children’s learning of cognitive skills, there is limited knowledge on how to enhance collaborative case-based learning of research ethics competencies in HE contexts. Our aim was to identify whether scaffolding is needed to support development of ethics competencies. To identify and evaluate scaffolding during collaborative case-based ethics training we synthesised a scaffolding framework consisting of three levels: techniques, mechanisms and process. We organised 5 training sessions where 46 participants (including bachelor, master and PhD students as well as junior and senior academics) were involved. Data was collected as part of action research from group-work recordings and transcribed verbatim. Our analysis revealed that structural scaffolding alone (learning material) is not always efficient with bachelor level students, they also require oral scaffolding when the need becomes apparent. Master’s level students benefited most from wording the issues they needed to focus on. Doctoral students and senior academics needed scaffolding to maintain goal orientation.
Keywords:
Action research; Ethics training; Higher education; Scaffolding

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