The effect of scaffolding students’ context-generating cognitive activity in technology-enhanced case-based learning

Demetriadis, Stavros; Papadopoulos, Pantelis M.; Stamelos, Ioannis; Fischer, Frank

doi:10.1016/j.compedu.2007.09.012

Cited by 108 publications

(59 citation statements)

References 24 publications

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“…Previous literature shows that it is possible to embed conceptual, metacognitive, and strategic hard scaffolds into traditional or technology-enhanced learning environments (e.g., Bulu & Pedersen, 2010;Chen, 2010;Davis, 2003;Demetriadis, Papadopoulos, Stamelos, & Fischer, 2008;Ge & Land, 2003). Historically, hard scaffolds have been implemented in a fixed manner in which the assistance provided to students does not change based on their behavior.…”

Section: Review Of Relevant Literaturementioning

confidence: 99%

“…Several studies have adopted Vygotsky's Australasian Journal of Educational Technology, 2014, 30(3). 344 sociocultural theory as the basis for designing supportive strategies or tools to facilitate learning across different domains (e.g., Demetriadis et al, 2008;Doering & Veletsianos, 2007;Ge & Land, 2003;Graesser, McNamara, & VanLehn, 2005;Land & Zembal-Saul, 2003;Quintana, Meilan, & Krajcik, 2005). In studies regarding scaffolding design to support learning, there is a consensus that scaffolding serves as temporary and adjustable assistance that can benefit the development of learners' cognitive skills.…”

Section: Rationales For Designing An Adaptive Scaffolding E-learning mentioning

confidence: 99%

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An adaptive scaffolding e-learning system for middle school students’ physics learning

Chen

2014

AJET

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This study presents a framework that utilizes cognitive and motivational aspects of learning to design an adaptive scaffolding e-learning system. It addresses scaffolding processes and conditions for designing adaptive scaffolds. The features and effectiveness of this adaptive scaffolding e-learning system are discussed and evaluated. An experiment was conducted within the domain of velocity and acceleration. The results revealed that the adaptive scaffolding system appeals to students and promotes improved performances and motivational outcomes. Specifically, the results suggested that learners with lower levels of knowledge who possessed extrinsic motivation benefited the most from the adaptive scaffolds. The implications of the design guidelines for developing personalized, adaptive scaffolding e-learning systems are discussed, and future research directions are recommended. IntroductionRecently, researchers have called for the use of scaffolding to help students learn complex and abstract knowledge (Azevedo, Cromley, & Seibert, 2004;Ge, Chen, & Davis, 2005; Van den Boom, Paas, Van Merrienboer, & Van Gog, 2004). A major reason for this call is that the development of human cognition is composed of a current level and a potential level, and that in between these is the zone of proximal development (ZPD) (Vygotsky, 1978). After accurately diagnosing students' current skill levels, we use scaffolding to advance their competence and to gradually hand the responsibility for learning to the students (Beed, Hawkins, & Roller, 1991;Wood, Bruner, & Ross, 1976). While several studies have lent support to the beneficial effect of scaffolding on student learning, their results showed that scaffolding must be supportive of students' learning tasks and must be adaptable to students' current level of understanding and affective state so that it can work within the students' prerequisite ZPD's (Chang & Sun, 2009;Rosenshine & Meister, 1992). Adaptive scaffolding reflects evidence that one size does not fit all (Reigeluth, 1996), and implies scaffolding should not only focus on student features such as cognitive status, but psychological traits that affect their learning. While human tutors have been found to be beneficial to students' learning, there is little empirical evidence to address situations in which no human tutor is immediately available (Akbulut & Cardak, 2012). Moreover, the use of scaffolding adaptively to meet the needs of individuals with different levels of prior knowledge, real-world experience, and problem-solving competencies is still limited. Given this research gap, this study proposed an adaptive scaffolding e-learning system that mapped the right type of scaffolding to different learners to maximize the benefits of scaffolding, and conducted a summative evaluation to conclude the effectiveness and efficiency of such a system to students' learning and motivation. The findings of this study sought to contribute to the literature on learning with e-learning systems by demonstrating that externally regulat...

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Section: Review Of Relevant Literaturementioning

confidence: 99%

Section: Rationales For Designing An Adaptive Scaffolding E-learning mentioning

confidence: 99%

An adaptive scaffolding e-learning system for middle school students’ physics learning

Chen

2014

AJET

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“…The relative sophistication of students' epistemic beliefs influence their ability to perform well in a case-based learning environment, with students with sophisticated epistemic beliefs performing better and benefitting more from scaffolding than students with unsophisticated epistemic beliefs (Demetriadis, Papadopoulos, Stamelos, & Fischer, 2008;Peng & Fitzgerald, 2006). Some evidence indicates that case-based instruction can also help students develop more sophisticated epistemological beliefs (Çam & Geban, 2011).…”

Section: Case-based Learningmentioning

confidence: 99%

Context of Use of Computer-Based Scaffolding

Belland

2016

Instructional Scaffolding in STEM Education

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The contexts in which computer-based scaffolding is used can vary widely. Such variation is by learner population (e.g., grade level and other characteristics such as achievement level and socioeconomic status), subject matter (i.e., science, technology, engineering, and mathematics), and instructional model with which scaffolding is used (e.g., design-based learning and problem-based learning). I describe these variations, and note accompanying variations in effect size estimates. Notably, scaffolding had its strongest impact when students were (a) at the adult level, (b) engaged in project-based learning or problem solving and (c) from traditional learner populations. Rationale for this ChapterTo begin this chapter, it is important to discuss the need for a consideration of the context of use of computer-based scaffolding. After all, in its original definition, scaffolding was provided on a one-to-one basis to toddlers who engaged in unstructured problem-solving (Wood, Bruner, & Ross, 1976). All structure to the problem-solving activity was provided by the scaffolding process itself. This was practical when there was one teacher for each student, but lost its practicality as a single source of support when using scaffolding in formal schooling. After all, when a teacher can work on a one-to-one basis with one student for an unlimited time span, the teacher can continually assess what structure is needed, and provide it. This is hard to beat in terms of effectiveness. But in formal school settings, teachers very rarely have this opportunity. So, as researchers turned their attention to how instruction could be centered on problem-solving in formal education, it was important to think about additional ways to provide structure to student learning in 56 3 Context of Use of Computer-Based Scaffolding this context (Palincsar & Brown, 1984;Schmidt, Rotgans, & Yew, 2011). This was often accomplished by pairing scaffolding with formal problem-centered instructional models (e.g., inquiry-based learning and problem-based learning; Crippen & Archambault, 2012;Hmelo-Silver, Duncan, & Chinn, 2007;Kolodner et al., 2003). Such formal, problem-centered instructional models needed to be paired with support for students' reasoning abilities, and instructional scaffolding (one-to-one and, later, computer-based and peer scaffolding) fit such a need nicely.A natural question is whether the specific problem-centered instructional model with which scaffolding is used influences scaffolding's efficacy. This is an empirical question. It is beyond the scope of this book to investigate variations in the efficacy of one-to-one scaffolding and peer scaffolding based on the specific problem-centered instructional model with which it is used. But I do investigate how the efficacy of computer-based scaffolding varies based on the problem-centered instructional model with which it is used.Deploying scaffolding in formal education environments also entailed an expansion of the age groups with which scaffolding was used. Computer-based...

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“…Computers which have uses in various fields have also been used in mathematics learning environments (e.g., Demetriadis, Papadopoulos, Stamelos and Fischer, 2008;Lazakidou and Retalis, 2010;Monteserin, Schiaffino and Amandi, 2010;Pratt, 2000;Zydney, 2010). Computer-Supported Teaching (CST) is a strategy that has been employed lately in teaching processes around the World (Baki, Kösa and Güven, 2011;Gürbüz, Erdem and Fırat, 2012;Huang, Liu and Shiu, 2008;Lazakidou and Retalis, 2010;Liu, Lin and Kinshuk, 2010;Monteserin et al, 2010;Zydney, 2010).…”

Section: Introductionmentioning

confidence: 99%

Probability Learning in Computer-Supported Collaborative Argumentation (CSCA) Environment

Gürbüz¹,

Erdem²,

Firat³

2015

HUJE

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ABSTRACT:The aim of this study is to determine the effect of Computer-Supported Collaborative Argumentation (CSCA) strategy on probability learning. In this context, computer-supported material which was appropriate for seventh-grade level (aged 13-14) was developed for the teaching of probability. The material was applied to 8 seventh grade students who were divided into two groups, each consisting of four students. Data were gathered from audio and video recordings of students' interactions and researchers' observation records. CSCA strategy helped students remedy their misconceptions and construct probability knowledge meaningfully by arguing. It also presented a learning environment in which students felt relaxed and learned through entertainment. In order for such applications to be effective, current class populations should be lessened, and the learning environments should be designed as appropriate for class discussions.Keywords: Collaborative learning, computer-supported collaborative argumentation (CSCA), interactive learning environments, probability, teaching strategies. ÖZ:Bu çalışmanın amacı, Bilgisayar Destekli İşbirlikli Tartışma (BDİT) stratejisinin olasılık öğrenmeye etkisini incelemektir. Bu bağlamda, 7. sınıf seviyesine uygun olasılık konusunun öğretimi için bilgisayar destekli bir materyal geliştirilmiştir. Bu materyal herbiri dörderli iki gruba ayrılmış sekiz 7. sınıf öğrencisine uygulanmıştır. Veriler, ses ve video kayıt cihazlarından ve araştırmacıların gözlem notlarından elde edilmiştir. BDİT stratejisi yapılan odaklı tartışmalar sayesinde öğrencilerin kavram yanılgılarını gidermeye ve olasılık bilgisini yapılandırmaya yardımcı olmuştur. Ayrıca bu strateji öğrencilere rahat ve eğlenceli bir öğrenme ortamı sunmuştur. Bu tür uygulamaların etkili olması için sınıf mevcutları azaltılmalı ve öğrenme ortamları sınıfça tartışmaya uygun hale getirilmelidir.Anahtar sözcükler: İşbirlikli öğrenme, bilgisayar destekli işbirlikli tartışma (BDİT), etkileşimli öğrenme ortamları, olasılık, öğretme stratejileri.

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The effect of scaffolding students’ context-generating cognitive activity in technology-enhanced case-based learning

Cited by 108 publications

References 24 publications

An adaptive scaffolding e-learning system for middle school students’ physics learning

An adaptive scaffolding e-learning system for middle school students’ physics learning

Context of Use of Computer-Based Scaffolding

Probability Learning in Computer-Supported Collaborative Argumentation (CSCA) Environment

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