Dynamic Scaffolding of Socially Regulated Learning in a Computer-Based Learning Environment

Autor/inn/en	Molenaar, Inge; Roda, Claudia; van Boxtel, Carla; Sleegers, Peter
Titel	Dynamic Scaffolding of Socially Regulated Learning in a Computer-Based Learning Environment
Quelle	In: Computers & Education, 59 (2012) 2, S.515-523 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0360-1315
DOI	10.1016/j.compedu.2011.12.006
Schlagwörter	Computer Assisted Instruction; Cooperative Learning; Metacognition; Learning Processes; Scaffolding (Teaching Technique); Middle School Students; Intelligent Tutoring Systems; Computer Simulation; Instructional Design; Computer Software; Comparative Analysis; Experimental Groups; Control Groups; Student Attitudes; Instructional Effectiveness; Educational Strategies; Teaching Methods + Suchen Sie Ihr Suchwort? Computer based training; Computerunterstützter Unterricht; Kooperatives Lernen; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Learning process; Lernprozess; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Intelligentes Tutorsystem; Computergrafik; Computersimulation; Lesson concept; Lessonplan; Unterrichtsentwurf; Schülerverhalten; Unterrichtserfolg; Lehrstrategie; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	The aim of this study is to test the effects of dynamically scaffolding social regulation of middle school students working in a computer-based learning environment. Dyads in the scaffolding condition (N=56) are supported with computer-generated scaffolds and students in the control condition (N=54) do not receive scaffolds. The scaffolds are dynamically adjusted to dyads' progress with an attention management system. The scaffolds support two aspects of socially regulated learning namely the metacognitive and cognitive activities. We analyzed the effects of dynamic scaffolding on dyads' performance, their perception of the learning environment and students' knowledge acquisition. We found that scaffolding had a positive effect on the dyads' learning performance, but did not affect students' domain knowledge. The repeated measurements of perception of the learning environment showed that dyads in the experimental condition were more positive about their teachers and their collaborators than students in the control condition. With respect to their perception of the software and the 3D embodied agent delivering the scaffolds, we found a stronger decrease of appreciation over time in the scaffolding condition compared to the control condition. (Contains 1 table and 3 figures.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10