Synthesizing Results from Empirical Research on Computer-Based Scaffolding in STEM Education: A Meta-Analysis

Autor/inn/en	Belland, Brian R.; Walker, Andrew E.; Kim, Nam Ju; Lefler, Mason
Titel	Synthesizing Results from Empirical Research on Computer-Based Scaffolding in STEM Education: A Meta-Analysis
Quelle	In: Review of Educational Research, 87 (2017) 2, S.309-344 (36 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0034-6543
DOI	10.3102/0034654316670999
Schlagwörter	Computer Assisted Instruction; Scaffolding (Teaching Technique); STEM Education; Meta Analysis; Literature Reviews; Synthesis; Instructional Effectiveness; Outcomes of Education; Influences; Elementary Secondary Education; Postsecondary Education; Age Groups; Age Differences; Problem Based Learning; Intelligent Tutoring Systems; Coding; Regression (Statistics); Effect Size; Student Characteristics + Suchen Sie Ihr Suchwort? Computer based training; Computerunterstützter Unterricht; STEM; Meta-analysis; Metaanalyse; Unterrichtserfolg; Lernleistung; Schulerfolg; Influence; Einfluss; Einflussfaktor; Post-secondary education; Tertiäre Bildung; Age grop; Altersgruppe; Age; Difference; Age difference; Altersunterschied; Problem-based learning; Problemorientiertes Lernen; Intelligentes Tutorsystem; Codierung; Programmierung; Regression; Regressionsanalyse
Abstract	Computer-based scaffolding assists students as they generate solutions to complex problems, goals, or tasks, helping increase and integrate their higher order skills in the process. However, despite decades of research on scaffolding in STEM (science, technology, engineering, and mathematics) education, no existing comprehensive meta-analysis has synthesized the results of these studies. This review addresses that need by synthesizing the results of 144 experimental studies (333 outcomes) on the effects of computer-based scaffolding designed to assist the full range of STEM learners (primary through adult education) as they navigated ill-structured, problem-centered curricula. Results of our random effect meta-analysis (a) indicate that computer-based scaffolding showed a consistently positive (g-bar = 0.46) effect on cognitive outcomes across various contexts of use, scaffolding characteristics, and levels of assessment and (b) shed light on many scaffolding debates, including the roles of customization (i.e., fading and adding) and context-specific support. Specifically, scaffolding's influence on cognitive outcomes did not vary on the basis of context-specificity, presence or absence of scaffolding change, and logic by which scaffolding change is implemented. Scaffolding's influence was greatest when measured at the principles level and among adult learners. Still scaffolding's effect was substantial and significantly greater than zero across all age groups and assessment levels. These results suggest that scaffolding is a highly effective intervention across levels of different characteristics and can largely be designed in many different ways while still being highly effective. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01