Computer-Based Scaffolding Strategy

Belland, Brian R.

doi:10.1007/978-3-319-02565-0_5

Cited by 12 publications

(13 citation statements)

References 72 publications

(131 reference statements)

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…However, to reap the aforementioned benefits, students are in need of guidance during the technology-supported Inquiry cycle, so as to effectively perform the usually challenging tasks (Wu & Pedersen, 2011). Such guidance is commonly supported by tools (such as online labs) which can be planned in advance of the IED delivery, so as to be available to the students throughout the learning process (Belland, 2017).…”

Section: Guidance In Technology-enhanced Inquiry-based Stem Educationmentioning

confidence: 99%

Using educational data from teaching and learning to inform teachers’ reflective educational design in inquiry-based STEM education

Sergis

Sampson

Rodríguez‐Triana

et al. 2019

Computers in Human Behavior

View full text Add to dashboard Cite

Highlights • Tool-supported Guidance is essential for effective Inquiry-based education • Teaching and Learning Analytics (TLA) can support teachers provide appropriate Guidance • The TLA method and supporting tool provides analyses of the level of Guidance in Inquiry-based scenarios • Analyses of the design can be investigated against customizable learners' data and profiles • Insights from these combined analyses could help teachers improve their teaching designs Abstract: Science, Technology, Engineering and Mathematics (STEM) education is recognized as a top priority for school education worldwide and Inquiry-based teaching and learning is identified as one of the most dominant approaches. To effectively engage individual students in Inquiry tasks, appropriate guidance needs to be provided, usually by combining different digital tools such online labs, data analysis tools and modelling tools. This is a cumbersome task for teachers to perform manually since it involves (a) assessing during the education design, the type and level of tool-supported guidance to be provided to students and (b) potentially refining this level and types to meet the guidance needs of individual students based on educational data from the delivery of the educational design. Thus, in our research we target to investigate how to support this process with educational data analytics methods and tools from both the design and the delivery of educational designs, that inform teachers' decision making for systematic reflection. To this end, the contribution of this paper is the design and evaluation of a novel "Teaching and Learning" Analytics method and supporting research prototype tool, extending the scope of purely learning analytics methods, to (a) analyze inquiry-based educational designs in terms of the tool-supported guidance they offer and (b) relate these analyses to students' educational data that are already being collected by existing learning analytics systems, so as to increase teachers' awareness and understanding and scaffold their reflection. A two-layer evaluation methodology was adopted to evaluate both the capacity of our method to analyze educational designs in terms of appropriate guidance as well as to investigate whether the insights generated by the method offer statistically significant indicators that impact students' activity during the delivery of these educational designs. The results obtained, based on real-life educational data, argue that the proposed method and tool can support teachers to accurately analyse Inquiry-based educational designs and receive meaningful insights to improve and tailor students' learning experiences. The insights of this work aim to contribute in the research field of cognitive data analytics for teaching and learning, by investigating new ways to combine analyses of the educational design and the students' activity, so as to inform teachers' reflective decision making from a holistic perspective.

show abstract

Section: Guidance In Technology-enhanced Inquiry-based Stem Educationmentioning

confidence: 99%

Using educational data from teaching and learning to inform teachers’ reflective educational design in inquiry-based STEM education

Sergis

Sampson

Rodríguez‐Triana

et al. 2019

Computers in Human Behavior

View full text Add to dashboard Cite

show abstract

“…While the initial ChatGPT-produced responses were not properly structured across all the disciplines, the second round of responses were better structured because the questions were scaffolded. Scaffolding is considered one of the best strategies in CBL where students are provided with directions to reduce the complexity of the task (Belland et al, 2015). From our ndings above, such strategies will make it much easier for ChatGPT as the response will be better.…”

Section: Structuring and Relevance Of Responsementioning

confidence: 98%

Generative AI and Higher Education Assessments: A Competency-Based Analysis

Tenakwah,

Boadu,

Tenakwah

et al. 2023

Preprint

View full text Add to dashboard Cite

The development and introduction of AI language models have transformed the way humans and institutions interact with technology, enabling natural and intuitive communication between humans and machines. This paper conducts a competence-based analysis of an emerging AI language model’s task response to provide insight into its language proficiency, critical analysis and reasoning ability, and structure and relevance of the response. A multidisciplinary approach is adopted, drawing from fields such as Accounting, Education, Management, Social Work and Law, to evaluate the responses generated by the AI to higher education assignments. This paper offers insights into the strengths and limitations of language-based AI responses and identifies implications for the design and implementation of higher education assessments.

show abstract

“…Examines strategic scaffolding that supports learners at the right moment and various techniques that learners may engage in supporting analysis, planning, technique, and approach alternatives throughout online learning mechanism. Belland (2017) explained that strategic scaffolding highlights different learning routes that may be used in the learning situation to accommodate students' varied learning demands. Kayi-Aydar (2018) expressed that too much help may demotivate students, and overly little support might force them to give up since they do not know what to do next.…”

Section: Cognitive Strategies For Supporting Online Learners' Critica...mentioning

confidence: 99%

Establishing Cognitive Strategies to Support Online English Language Learners’ Critical Thinking

Prasetya¹

2022

JET ADI BUANA

View full text Add to dashboard Cite

Shifting to online-based teaching and learning has become the most obvious way to increase pedagogy sustainability in nations with the current implementation of an online learning environment. Research has shown that online learning and teaching in English language subjects influence the cognitive strategy environment. This research aims to determine and explore the cognitive strategy implemented in the online learning environment to support the critical thinking of English language learners. This study is a quantitative descriptive study accomplished online utilising survey methodologies. The sample selection method is simple random sampling. Primary data was collected in this study by distributing questionnaires to 115 respondents via the internet. Data was gathered via the completion of questions provided to all respondents in the survey. In addition, the data were evaluated in order to be characterised and described. The data analysis findings of English language lecturers’ surveys indicate that the cognitive strategy used during the online teaching situation was prosperous and profligate. The cognitive strategies necessitated implementing the online English language learners’ critical thinking included procedural, metacognitive, conceptual, and strategic. This research establishes that the cognitive strategy implementation of online learning is commonly advantageous during remote teaching. The survey indicated that just 73% of English lecturers considered cognitive strategy online platforms as beneficial as traditional meetings for supporting critical thinking. Positive responses were obtained from the questionnaire. In addition, the statement is relevant to their experience and background in online teaching, which indicates a good attitude toward the cognitive strategy that works well in their online learning mechanism. The research suggests that online pedagogy and English lecturers’ must be developed to pave the way for a potential future authentic online strategy. The research may illustrate the difficulties associated with online education and potential areas for improvement..

show abstract

Computer-Based Scaffolding Strategy

Cited by 12 publications

References 72 publications

Using educational data from teaching and learning to inform teachers’ reflective educational design in inquiry-based STEM education

Using educational data from teaching and learning to inform teachers’ reflective educational design in inquiry-based STEM education

Generative AI and Higher Education Assessments: A Competency-Based Analysis

Establishing Cognitive Strategies to Support Online English Language Learners’ Critical Thinking

Contact Info

Product

Resources

About