Session Information
16 SES 01 B, Self-Regulated and Collaborative Learning
Paper Session
Contribution
Under the influence of technological advances, computer-based learning environments (CBLE) are becoming ubiquitous and extensively used in education (Azevedo, 2005). In general, a CBLE refers to a learning environment wherein students can actively construct their knowledge. Due to the non-linear structure of CBLE’s as well as their multiple representational forms of informational delivery (Moos & Azevedo, 2009), CBLE’s have been used for the past 30 years in order to foster the learning of ‘complex and challenging science topics’ (Azevedo, 2005).
Despite this rather long prevalence in education, researchers weren’t able to find consensus on the effectiveness of CBLE’s presenting complex topics (Dillon & Jobst, 2005). Moreover, recent research has shown that learners have difficulties learning conceptually rich domains like sciences in CBLE’s (e.g., Schraw, 2007). The emergence of new technologies as hypermedia made it even more difficult for learners because hypermedia environments are open ended environments wherein information is represented as nodes (Jonassen & Reeves, 1996). It seems that self-regulated learning (SRL) skills are crucial to learn effectively in CBLE’s or in hypermedia environments (e.g. Lajoie & Azevedo, 2005). Zimmerman (1986) states that students are self-regulated to the degree that they are metacognitively, motivationally, and behaviorally active participants in their own learning process. Unfortunately, many students, do not possess these necessary SRL-skills (e.g. Azevedo & Cromley, 2004).
To overcome this problem, scaffolds are being integrated in the CBLE’s because research has shown that these can give the necessary support to students lacking self-regulatory skills (Shapiro, 2008). This effective relation between the use of scaffolds on processes of SRL forms the theoretical outline of this study. Scaffolds are defined as technical support in the form of tools, strategies and guidance to students so they could gain higher levels of knowledge they could not be able to gain on their own (Shapiro, 2008). Multiple studies have investigated the extent to which different kinds of scaffolds support the processes of SRL, unfortunately the results are sometimes difficult to interpret. This because scaffolds are being categorized differently by many authors. For example, fixed and adaptive scaffolds (Azevedo & Hadwin, 2005), soft and hard scaffolds (Belland, Glazewski, & Richardson, 2008) and embedded and non-embedded scaffolds (Shapiro, 2008)(In the presentation, we will discuss these categories more closely). Although these categorizations are sometimes overlapping, most of the times they focus on different aspects. For instance, some categories focus on the source that provides the scaffolds or focus on the way the scaffolds are available for the user. In this context, it is difficult to make a clear comparison between a specific type of scaffolds (e.g. prompts, hints, markers, pop-up windows, pedagogical agents, planning grids). We believe there is a need to integrate the research findings in this field and present these in a clear overview. Therefore, the purpose of this study is to synthesize and schematize recently published research results on the effects of scaffolding on the use and attainment of self-regulated skills when learning in computer-based learning environments, bringing personal and contextual characteristics into account.
Method
Expected Outcomes
References
Azevedo, R. (2005). Using Hypermedia as s Metacognitive Tool for Enhancing Student Learning? The Role of Self-Regulated Learning. Educational Psychologist, 40(4), 199-209. Azevedo, R., & Cromley, J.G. (2004). Does Training on Self-Regulated Learning Facilitate Students’ Learning With Hypermedia? Journal of Educational Psychology, 96(3), 523-535. Azevedo, R., & Hadwin, A.F. (2005). Scaffolding self-regulated learning and metacognition – Implications for the design of computer-based scaffolds. Instructional Science, 33, 367-379. Belland, B.R., Glazewski, K.D., & Richardson, J.C. (2008). A scaffolding framework to support the construction of evidence-based arguments among middle schools students. Education Technology Research and Development, 56, 401-422. Dillon , A., & Jobst, J. (2005). Multimedia Learning with Hypermedia. In R. Mayer (Ed.), The Cambridge Handbook of Multimedia Learning (pp. 569-588). Cambridge MA: Cambridge University Press. Jonassen & Reeves, (1996). Learning with Technology: Using Computers as Cognitive Tools. In D.H. Jonassen (Ed.), Handbook of Research for Educational Communications and Technology (pp. 693-719). Mahwah, N.J.: L. Erlbaum Associates. Jones , T., & Evans, D. (2000). Conducting a systematic review. Australian Critical Care, 13(2), 66-71. Lajoie, S.P., & Azevedo, R. (2005). Teaching and learning in technology-rich environments. In P. Alexander, P. Winne, and G. Phye (Eds), Handbook of educational psychology 2nd edn (pp. 803-821). Mahwah, NJ: Erlbaum. Moos, D.C., & Azevedo, R. (2009). Learning with computer-based learning environments: A literature review of computer self-efficacy. Review of Educational Research 79(2), 576-600. Petticrew, M. & Roberts, H. (2005). Systematic reviews in the social sciences: a practical guide. Malden, MA : Blackwell Publications. Shapiro, A.M. (2008). Hypermedia design as learner scaffolding. Education Technology Research and Development, 56, 29-44. Schraw, G. (2007). The use of computer-based environments for understanding and improving self-regulation. Metacognition Learning, 2, 169-176. Zimmerman, B.J. (red.). (1986). Special issue on self-regulated learning [Special issue]. Contemporary Educational Psychology, 11, 305–427.
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