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

Yıl 2016, , 0 - 0, 03.04.2016

Jo Tondeur , Anneline Devolder Johan Van Braak

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

Öz

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. 

Anahtar Kelimeler

Self-regulated learning, Scaffolding, CBLE, ICT

Kaynakça

• Alters B.J. & Alters S.M. (2001). Defending evolution – A guide to the creation/evolution
• controversy. Bartlett Publishers, London.
• Azevedo, R. (2005). Using hypermedia as a metacognitive tool for enhancing student learning?
• The role of SRL. Educational Psychologist, 40, 199-209.
• Azevedo, R. (2008). The role of self-regulated learning about science with hypermedia. In Recent innovations in Educational Technology that facilitates Student Learning (eds. D.H. Robinson and G. Schraw), pp. 140. Information Age Publishing Inc., Charlotte.
• Belland, B. R., Glazewski, K. D., & Richardson, J. C. (2008) A Scaffolding Framework to Support the Construction of Evidence-Based Arguments among Middle School Students. Educational Technology Research and Development, 56, 401-422.
• Bernacki, M. L., Aguilar, A. C., & Byrnes, J. P. (2011) Self-regulated learning and technology-enhanced learning environments: An opportunity-propensity analysis. In Fostering Self-Regulated Learning through ICT (eds. G. Dettori & D. Persico), pp. 1-26. Information Science Reference, New York.
• Braeckman, J. (2007). Naar een beter begrip van de evolutietheorie in Vlaanderen.
• Projectaanvraag wetenschap & maatschappij, Gent: Universiteit, 11
• Butler, K. A., & Lumpe, A. (2008) Student Use of Scaffolding Software: Relationships with Motivation and Conceptual Understanding. Journal of Science Education and Technology, 17, 427-436.
• Clarebout, G., & Elen, J. (2006) Tool use in computer-based learning environments: towards a research framework. Computers in Human Behavior, 22, 389-411.
• Davis, E. A., & Linn, M. C. (2000) Scaffolding students' knowledge integration: Prompts for reflection in KIE. International Journal of Science Education, 22, 819-837.
• Devolder, A., van Braak, J. & Tondeur, J. (2012), Supporting self-regulated learning in
• computer-based learning environments: systematic review of effects of scaffolding in the
• domain of science education. Journal of Computer Assisted Learning. oi: 10.1111/j.1365-
• 2011.00476.x
• Dignath, C., Buettner, G., & Langfeldt, H.P. (2008) How can primary school students learn SRL
• strategies most effectively?: A meta-analysis on self-regulation training programmes.
• Educational Research Review, 3, 101-129.
• Greene, J. A., & Azevedo, R. (2007). A theoretical review of Winne and Hadwin's model of
• SRL: New perspectives and directions. Review of Educational Research, 77(3), 334-372.
• Hadwin, A. F., & Winne, P. H. (2001) CoNoteS2: A software tool for promoting self-regulation. Educational Research and Evaluation, 7, 313-334.
• Hannafin, M.J., & Land, S.M. (1997). The foundations and assumptions of technology-enhanced
• student-centered learning environments. Instructional Science, 25, 167-22.
• Hannafin, M., Land, S. M., & Oliver, K. (1999) Open Learning environments: Foundations, methods, and models. In Instructional Design Theories and Models (ed. C. Reigeluth), pp. 115-140. Lawrence Erlbaum Associates, Mahwah.
• Janssen, R., Van Hulle, M., Ver Eecke, E., & Wouters, M. (2007). Peiling natuur
• (wereldoriëntatie) in het basisonderwijs. Brussel: Vlaamse Overheid, 64
• Jiang, L., Elen, J., & Clarebout, G. (2009) The relationships between learner variables, tool-usage behavior and performance. Computers in Human Behavior, 25, 501-509.
• Lajoie, S. P. (2005) Extending the scaffolding metaphor. Instructional Science, 33, 541-557.
• Lajoie, S.P., & Azevedo, R. (2006) Teaching and Learning in Technology-rich Environments. In Handbook of educational Psychology (2nd ed.) (eds. P. Alexander & P. Winne), pp.803-821. Erlbaum, Mahwah.
• Land, S.M. (2000). Cognitive Requirements for Learning with Open-ended Learning
• Environments. Educational Technology Research and Development, 48(3), 61-78.
• Manlove, S., Lazonder, A., & de Jong, T. (2007) Software scaffolds to promote regulation during scientific inquiry learning. Metacognition and Learning, 2, 141-155.
• McKenney, S. & Reeves, T.C. (2012). Conducting Educational Design Research. Routledge,
• London & New York.
• Narciss, S., Proske, A., & Koerndle, H. (2007). Promoting self-regulated learning in web-based learning environments. Computers in Human Behavior, 23, 1126-1144.
• Pea, R. (2004) The Social and Technological Dimensions of Scaffolding and Related Theoretical Concepts for Learning, Education, and Human Activity. The Journal of the Learning Sciences, 13, 423-451.
• Pintrich, P. R. (2000) The role of goal orientation in self-regulated learning. In Handbook of Self-Regulation (eds. M. Boekaerts, P. Pintrich, & M. Zeidner), pp. 451-502. Academic Press, San Diego.
• Puntambekar, S., & Hubscher, R. (2005) Tools for Scaffolding Students in a Complex Learning Environment: What Have We Gained and What Have We Missed? Educational Psychologist, 40, 1-12.
• Proske, A., Narciss, S., & Körndle, H. (2011). Exploring the effects of an Optional Learning
• Plan Tool in Technology-Enhanced Learning. In Fostering Self-Regulated Learning through ICT (eds. G. Dettori & D. Persico), pp. 315-333. Information Science Reference, New York.
• Sharma, P., & Hannafin, M. J. (2007) Scaffolding in technology-enhanced learning
• environments. Interactive Learning Environments, 15, 27-46.
• Saye, J.W., & Brush, T. (2002) Scaffolding critical reasoning about history and social issues in
• multimedia-supported learning environments. Educational Technology Research and
• Development, 50, 77-96.
• Winne, P.H., & Perry, N.E. (2001). Measuring Self-regulated Learning. In M. Boekaerts, P.
• Pintrich, & M. Zeidner (Eds.), Handbook of self-regulation (pp. 531-566). San Diego,
• CA: Academic Press.
• Winters, F., Greene, J., & Costich, C. (2008) Self-Regulation of Learning within Computer-based Learning Environments: A Critical Analysis. Educational Psychology Review, 20, 429-444.
• Wood, D., Bruner, J., & Ross, G. (1978) The role of tutoring in problem solving. Journal of Child Psychology and Psychiatry, 17, 89-100.
• Zimmerman, B.J. (2000). Attaining self-regulation: A social cognitive perspective. In M.
• Boekaerts, P. Pintrich, & M. Zeidner (Eds.), Handbook of self-regulation (pp. 13-39).
• San Diego, CA: Academic Press.
• Zydney, J.M. (2008) Cognitive tools for scaffolding students defining an ill-structured problem.
• Journal of Educational Computer Research, 38, 353-385.