Teaching design software online presents unique challenges, particularly in engaging students and fostering inclusivity. In my experience teaching Adobe software, I observed a lack of participation, reluctance to ask questions, and hesitation in exploring new tools. Many students demonstrated passive learning behaviors, often avoiding verbal contributions or direct interaction. This disengagement can stem from discomfort with digital tools, language barriers, or fear of making mistakes in a virtual setting.
Evaluation
Vygotsky’s ZPD highlights the gap between what students can do independently and what they can achieve with guidance. Many of my students were in this zone, where they had some familiarity with digital tools but lacked confidence to apply them effectively. Without structured support, students often remain in their actual development level, unable to progress beyond basic functions and tools.
A key challenge was shifting students’ focus from outcome-driven learning where their main focus was on the result to embracing the learning process. Many students were hesitant at the beginning of sessions, requiring time to warm up to the environment. Since online workshops were often short (e.g., two hours, with no follow-up), it was difficult to build trust and confidence within a limited timeframe.
Moreover, online learning reduces opportunities for real-time intervention, making it harder to tackle the learning curve effectively. Without immediate feedback, students may struggle without realizing areas for improvement, leading to limited engagement and slow progression. Since the learning curve is essential in supporting learners within their ZPD, I need to integrate strategies that promote active participation and allow students to gradually bridge the gap between their current skills and potential mastery.
A key challenge is shifting students’ focus from outcome-driven learning … to embracing the learning process
Moving forward – Applying Vygotsky’s ZPD in Online Learning
To better support students in their ZPD, I will implement strategies based on scaffolding (Wood, Bruner, & Ross, 1976) and collaborative learning which are key aspects of Vygotsky’s theory. Scaffolding is a concept developed by Wood, Bruner, and Ross (1976), that provides temporary support to help students progress in their learning.
Building Trust with Structured Engagement: Starting sessions with interactive polls, warm-up exercises or ice-breakers to encourage participation. This reduces anxiety and provides an entry point into the lesson.
Providing Multiple Participation Avenues: Some students struggle with verbal interaction. Instead of forcing discussion, I will encourage engagement through chat functions, collaborative documents/projects, or email follow-ups. This will allow students to participate at their comfort level while still staying engaged in the learning process.
Encouraging Peer Learning & Collaboration: Vygotsky emphasized the role of social learning, where students benefit from working with more knowledgeable peers. I will introduce small collaborative projects, such as group moodboard exercises using Adobe Project Concept (a collaborative tool). To reduce student anxiety, I will also implement anonymous participation methods, allowing students to share ideas or ask questions without revealing their identity. Studies suggest that anonymity in learning environments can increase confidence and reduce fear of judgment (Joinson, 2001). Additionally, I will explore using NVivo, a program that enables students to ask questions and participate in polls anonymously, fostering a more inclusive learning experience.
Gradual Release of Responsibility (Scaffolding): Initially, I will provide detailed step-by-step guidance (high support). As students gain confidence, I will reduce assistance, encouraging them to apply skills independently. This follows the scaffolding model, where students move from guided practice to autonomy.
By implementing these strategies, I aim to bridge the gap between students’ current knowledge and their potential skills, helping them progress within their ZPD and tackle inclusivity issues of those who are more reserved.
Conclusion
Vygotsky’s ZPD and scaffolding theory provide valuable insights into addressing student disengagement in online learning. By creating structured scaffolding opportunities, offering multiple engagement methods, and fostering collaborative learning, I will support students in their learning journey. Moving forward, I plan to refine these strategies by incorporating more interactive and adaptive teaching techniques, ensuring that students feel supported, motivated, and empowered to explore digital tools with confidence.
Bibliography
Joinson, A. N. (2001) ‘Self-disclosure in computer-mediated communication: The role of self-awareness and visual anonymity’, European Journal of Social Psychology, 31(2), pp. 177-192.