Examining Scaffolding Support in a Computer-Based Learning Environment for Elementary School Learners

Year 2016, Volume: 2 Issue: 1, 0 - 0, 03.04.2016

Jo TONDEUR Anneline DEVOLDER Johan VAN BRAAK

https://doi.org/10.17985/ijare.78505

Abstract

This study explores the use of different scaffolds in the computer-based learning environment (CBLE) watweetjeoverevolutie.be, designed from a pedagogical view and based on theories to promote self-regulated learning as well as knowledge about evolution theory. First, general theoretical constructs underlying the CBLE are described, in which the focus lies on the concept of scaffolding. Then the interface and the content of the CBLE are illustrated. Finally, the scaffolds implemented in the CBLE are described. Results showed a generally high use of the scaffolds by elementary school learners. However, a decrease in scaffolding use was found over time. Next to that, no differences were found between embedded and non-embedded scaffolding use. Relating these findings to the time learners spent in the CBLE, conclusions towards future designs and use of the CBLE and its scaffolds can be made. 

Keywords

Self-regulated learning, Scaffolding, CBLE, ICT

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