Instructional rhythm as procedural scaffolding in higher education: A longitudinal study of the Dynamic–Static Five-Step Model

In digitally mediated higher education, sustaining student engagement remains a persistent challenge. Rather than treating engagement as a product of activity intensity, this study reconceptualises instructional rhythm as a structural condition and introduces the Dynamic–Static Five-Step Model (DS-5Step) as procedural scaffolding. Adopting a longitudinal action research design, data were collected across six phases in practice-oriented courses. Students enacted the DS-5Step model through group-based presentations supported by peer evaluation and reflective feedback. Data were analysed using thematic and descriptive trend analysis. Findings indicate a shift from activity-centred completion to process-based instructional judgement, alongside more sustained attention. Collaboration, leadership, and digital tool use emerged as adaptive responses, while performance remained stable. These findings suggest that instructional innovation depends less on replicating activities and more on designing transferable process structures.