Student Management of Web-Based Hypermedia Resources During Open-Ended Problem Solving

Oliver, Kevin; Hannafin, Michael J.

doi:10.1080/00220670009598746

Cited by 80 publications

(70 citation statements)

References 18 publications

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“…One interesting aspect of this finding is that it suggests that metacognitive scaffolding leads to strong learning outcomes. Metacognitive scaffolding has often been criticized, in part due to observations in the literature that students often do not use it (Belland, Glazewski, & Richardson, 2008;Oliver & Hannafin, 2000). But results suggest that it is as effective as other major scaffolding types.…”

Section: Results From the Meta-analysismentioning

confidence: 87%

Computer-Based Scaffolding Strategy

Belland

2016

Instructional Scaffolding in STEM Education

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This chapter covers variations in scaffolding strategies along the following characteristics-scaffolding function (e.g., strategic and conceptual), context specificity (i.e., generic or context-specific), customization (e.g., fading and fading/ adding), and customization schedule (e.g., self-selected and performance-based). These variations and the theoretical basis for these are explained. Then, results from the meta-analysis are shared, which indicate that there are no differences in cognitive outcomes according to scaffolding function, context specificity, and customization. These results are then discussed.

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Section: Results From the Meta-analysismentioning

confidence: 87%

Computer-Based Scaffolding Strategy

Belland

2016

Instructional Scaffolding in STEM Education

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“…However, based on this study, it is not possible to attribute this effect to the use of only the CHT or to the combination of support. Other research has faced the same problem, since most learning environments provide various kinds of support (Oliver and Hannafin 2000) which makes it difficult or not possible to state which measure affects the learning process or learning performance. Still we can state that adding the CHT as a scaffold affected the learning results.…”

Section: Conclusion and Discussionmentioning

confidence: 99%

Support of the collaborative inquiry learning process: influence of support on task and team regulation

Saab

Joolingen

Hout-Wolters

2011

Metacognition Learning

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Regulation of the learning process is an important condition for efficient and effective learning. In collaborative learning, students have to regulate their collaborative activities (team regulation) next to the regulation of their own learning process focused on the task at hand (task regulation). In this study, we investigate how support of collaborative inquiry learning can influence the use of regulative activities of students. Furthermore, we explore the possible relations between task regulation, team regulation and learning results. This study involves tenth-grade students who worked in pairs in a collaborative inquiry learning environment that was based on a computer simulation, Collisions, developed in the program SimQuest. Students of the same team worked on two different computers and communicated through chat. Chat logs of students from three different conditions are compared. Students in the first condition did not receive any support at all (Control condition). In the second condition, students received an instruction in effective communication, the RIDE rules (RIDE condition). In the third condition, students were, in addition to receiving the RIDE rules instruction, supported by the Collaborative Hypothesis Tool (CHT), which helped the students with formulating hypotheses together (CHT condition). The results show that students overall used more team regulation than task regulation. In the RIDE condition and the CHT condition, students regulated their team activities most often. Moreover, in the CHT condition the regulation of team activities was positively related to the learning results. We can conclude that different measures of support can enhance the use of team regulative activities, which in turn can lead to better learning results.

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“…1 (Spring 2006) depends on a highly skilled teacher knowing when and how to support students. Hard scaffolding depends on students' ability to recognize the support as helpful or useful, and not just another task to be completed or as "extra work" (Oliver & Hannafin, 2000;Simons & Klein, in press). In addition, scaffolding introduces a number of tensions that teachers must weigh.…”

Section: Resultsmentioning

confidence: 99%

Jumping the PBL Implementation Hurdle: Supporting the Efforts of K–12 Teachers

Ertmer¹,

Simons²

2006

Interdisciplinary Journal of Problem-Based Learning

165

157

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While problem-based learning (PBL) has a relatively long history of successful use in medical and pre-professional schools, it has yet to be widely adopted by K-12 teachers. This may be due, in part, to the numerous challenges teachers experience when implementing PBL. In this paper, we describe specific hurdles that teachers are likely to encounter during the implementation process and provide specific suggestions for supporting teachers' classroom efforts. Implementation challenges relate to 1) creating a culture of collaboration and interdependence, 2) adjusting to changing roles, and 3) scaffolding student learning and performance. By supporting teachers' initial and ongoing efforts, we anticipate that more teachers will recognize the potential of PBL as an effective instructional approach for developing learners who are flexible thinkers and successful problem solvers.

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Student Management of Web-Based Hypermedia Resources During Open-Ended Problem Solving

Cited by 80 publications

References 18 publications

Computer-Based Scaffolding Strategy

Computer-Based Scaffolding Strategy

Support of the collaborative inquiry learning process: influence of support on task and team regulation

Jumping the PBL Implementation Hurdle: Supporting the Efforts of K–12 Teachers

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