Effect of a metacognitive scaffolding on self-efficacy, metacognition, and achievement in e-learning environments

Abstract

The object of the present research is to study the effects of a metacognitive scaffolding on metacognition, academic self-efficacy, and learning achievement in students with different cognitive styles in the Field Dependence-Independence (FDI) dimension when learning math content in an e-learning environment. Sixty-seven (67) students of higher education from a public university of Bogotá, Colombia participated in the study. The research has an experimental design with two groups and posttest. One group of students interacted with an e-learning environment, which includes within its structure a metacognitive scaffolding. The other group interacted with an environment without scaffolding. Findings show that the scaffolding promotes significant differences in metacognitive ability, academic self-efficacy, and learning achievement. Similarly, the data show that students with different cognitive styles achieve equivalent learning outcomes.

Efecto diferencial de un andamiaje metacognitivo en un ambiente e-learning sobre la carga cognitiva, el logro de aprendizaje y la habilidad metacognitiva

“…Finalmente, los resultados sugieren que el uso de andamiajes puede ayudar a reducir las diferencias en el logro de aprendizaje en estudiantes de diferente estilo cognitivo en la dimensión DIC (López-Vargas et al, 2017;Valencia-Vallejo et al, 2019) al favorecer la reducción de la CC; sin embargo, es imprescindible explorar en mayor detalle sus características en atención a las diferencias individuales, para ser adaptables a las necesidades de aprendizaje de los estudiantes. En consecuencia, es necesario continuar desarrollando estudios que proporcionen evidencia empírica para que los diseñadores de escenarios digitales e investigadores en este ámbito desarrollen ambientes computacionales más equitativos y flexibles que favorezcan la autorregulación del proceso de aprendizaje.…”

“…Los estudiantes fueron agrupados en DC, intermedios e IC. Esto se hizo definiendo terciles para el puntaje total en la prueba (Angeli, 2013;Hederich-Martínez et al, 2016;Valencia-Vallejo, López-Vargas & Sanabria-Rodríguez, 2019). Se identificaron tres rangos de puntajes: (a) 21 estudiantes DC (primer tercil), (b) 24 estudiantes intermedios (segundo tercil) y (c) 22 estudiantes IC (tercer tercil).…”

Schemes of Scaffolding in Online Education

“…Explicit explanations on what to expect from the course and how students are expected to accomplish the course are clarified from the beginning (Stavredes, 2012). The explanation includes class rules, course syllabus, discussion etiquette, and course timeline (Garrison & Arbaugh, 2007;Hsiao et al, 2017;Stavredes, 2012;Valencia-Vallejo, López-Vargas, & Sanabria-Rodríguez, 2019). Helping students navigate the course roadmap and understand its boundaries is also beneficial for the online instructor to reduce their workload (Hansen and Gray, 2018).…”

“…The strategies include planning learning goals, monitoring, and evaluating learning progress. In order to plan learning purposes, course overview, timeline, and task completion guidelines are to be posted in the learning system so that students know their learning direction (Mamun, Lawrie, & Wright, 2020;Razaghi et al, 2019;Sharma & Hannafin, 2004;Stavredes, 2012;Valencia-Vallejo et al, 2019). The following strategies are suggested for monitoring students' progress: providing templates and worked examples of how tasks should be done (Abdullah et al, 2013;Mahan, 2020;Razaghi et al, 2019), delivering quizzes to check topic mastery regularly (Tan, 2018), and posting a checklist for completed tasks.…”

Autoeficacia y logro de aprendizaje en estudiantes con diferente estilo cognitivo en un videojuego

“…En este ámbito de investigación, diferentes estudios muestran de forma sistemática que los estudiantes ic usan con mayor flexibilidad y confianza los ambientes digitales. Por el contrario, los sujetos dc presentan algunas dificultades a la hora de interactuar con ambientes de tipo hipermedial (Chen y Macredie, 2002;Solórzano-Restrepo y López-Vargas, 2019;Valencia-Vallejo et al, 2019).…”