Exploring the Effectiveness of Process and Problem Scaffolding in Project-Based Learning

TILT Program: TILT SoTL Project

Principal investigator: Ouldooz Baghban Karimi, lecturer, School of Computing Science, Faculty of Applied Sciences

Project team: Shaghayegh Bahrami, TILT research assistant

Timeframe: February 2024 to January 2025

TILT Support: Up to 120 hours TILT research assistant hours and up to $300 for student participant incentives

Course addressed: 

• CMPT 474 - Web Systems Architecture
• CMPT 756 - Distributed and Cloud Systems

Final report: View Ouldooz Baghban Karimi's final report (PDF)

Description: This project investigated how scaffolding design in project-based learning affects student academic risk-taking and learning outcomes in advanced computing science courses. Academic risk-taking, defined as preference for difficult tasks, tolerance for failure, and flexible strategy use when confronted with obstacles, represents a valuable skill for high academic achievement in the dynamic computing science discipline. 

This inquiry examined two courses: CMPT 474 (Web Systems Architecture), a 400-level undergraduate course, and CMPT 756 (Distributed and Cloud Systems), a Master of Professional Computing Science course. Both courses feature group projects implemented in multiple phases using public cloud platforms, supported by process scaffolding (team formation guidelines, role rotation, peer evaluation) and context scaffolding through Interactive Sessions (mastery-based Canvas quizzes requiring hands-on cloud experiments). 

Data collection included literature review on project-based learning and academic risk-taking, analysis of pre-, mid-, and post-project surveys from multiple course offerings (Spring 2020-Spring 2024), Course Experience Survey qualitative analysis, student performance data, and detailed interviews with six students. The study monitored team dynamics, learning outcomes, and project complexity to explore scaffolding's impact on risk-taking while enabling diverse learners to succeed in project-based learning. 

Key findings revealed successful process scaffolding enabling effective teamwork and collaboration, but identified need for improved context (technical) scaffolding to better connect theory through practice. Analysis of conditions affecting risk-taking showed that 40% of students believed grading flexibility reducing risk of grade loss could encourage more challenging projects, while 36% indicated external time constraints (co-op searches, other course projects) as primary barriers to attempting complex work. Interview data confirmed that course-external influences significantly impact student willingness to take academic risks, with students strategically choosing simpler projects to manage demanding schedules across multiple courses. 

Questions addressed:

• What does the literature say about the role of process scaffolding and risk-taking in improving learning outcomes in project-based learning?
• What conditions are necessary for risk-taking to attempt harder problems in advanced computing science courses?
• How can project-based learning be incorporated into Web Systems Architecture to affect risk-taking and advanced learning?
• What is the relationship between scaffolding design and student willingness to attempt complex projects?

Knowledge sharing: Findings were presented at the ACM Conference on Innovation and Technology in Computer Science Education (ITiCSE) 2025 poster session. Results have been shared with colleagues during school meetings, with plans for further dissemination through teaching talks and university-wide teaching matters meetings. The research has informed discussions about treating CMPT 272, 372, and 474 as a coordinated course series.

Keywords: project-based learning, academic risk-taking, scaffolding design, computing science education, cloud systems, collaborative learning, mastery-based assessment, team dynamics, advanced undergraduate courses, curriculum design