O n f e r e n c e

RQ3: What are the challenges encountered during designing, conducting and 
reporting this study? 
There were two main challenges faced during the implementation phase of this study. 
The first was monitoring and to provide support for learners. Despite having various 
mode of communication, i.e. two formal discussion platform (Schoology and SmartUMS), 
face-to-face discussion during lecture and tutorial and consultation upon request, 
learners did not seek support from the lecturer. The lecturer consistently checked and 
inquired after the learners’ learning progress often receiving positive feedbacks from the 
learners but when it comes to execution phase after each task there were shortcomings. 
Learners did not maximize the time span between tasks set in the modeling and coaching 
stages till the scaffolding stage to seek support from the lecturer. This forces the lecturer 
to return to the modeling and coaching stages to reintroduce learning and prescribed 
deadlines and award points for each scaffolding activity to ensure learners keep up with 
the learning process. This extra work forced the lecturer to reflect on restructuring the 
instructional framework to create the best possible learning experience for subsequent 
research. 
The second was helping learners’ to articu
late their inner voices during reflection on their 
learning experience. Learners were given a series of questions as a guide to help them 
reflect upon their learning experience by drawing on previous knowledge and experience, 
current knowledge and learnt behavior and informed body of literature. However the 
depth and degree of reflections made by the learners were superficial and convey a 
submissive tone to the informed body of literature with the undertone of “will try to 
conform to experts’ opinion”. In h
indsight, the reflection stage, for this study, acts as 
inculcation exercise of experts’ knowledge instead of a questioning and discovery 
exercise. The lecturer acknowledges the need for extra support in the form of assurance 
and ratification towards learn
ers’ reflection to remedy “I am inferior” perspective.