Online Process Scaffolding and Students' Self-Regulated Learning with Hypermedia [electronic resource] / Roger Azevedo, Jennifer G. Cromley and Leslie Thomas.
This study examined the role of different scaffolding instructional interventions in facilitating students' shift to more sophisticated mental models as indicated by both performance and process data. Undergraduate students (n=53) were randomly assigned to 1 of 3 scaffolding conditions (adaptiv...
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| Other Authors: | , , , |
| Format: | Electronic eBook |
| Language: | English |
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2003.
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| Summary: | This study examined the role of different scaffolding instructional interventions in facilitating students' shift to more sophisticated mental models as indicated by both performance and process data. Undergraduate students (n=53) were randomly assigned to 1 of 3 scaffolding conditions (adaptive content and process scaffolding (ACPS), adaptive process scaffolding (APS), and no scaffolding (NS)) and were trained to use a hypermedia environment to learn about the circulatory system. Pretest, posttest, and verbal protocol data were collected. Findings reveal that the ACPS and APS conditions were equally effective and facilitated the shift in learners' mental models significantly more than did the NS condition. Despite the effectiveness of adaptive scaffolding conditions in facilitating students' understanding, process data reveal differences in students' self-regulatory behavior during learning. Participants in the ACPS condition regulated their learning by engaging in help-seeking behavior and over-relying on the tutor to regulate their learning. Participants in the APS condition regulated their learning by planning, monitoring their emerging understanding, and using several strategies to learn and handle task difficulties. Learners in the NS condition were less effective at regulating their learning and exhibited great variability in self-regulation of their learning during the knowledge construction activity. ACPS participants also differed from the other two groups in the amount of time spent on each representation of information. An appendix describes the variables used to code participant behavior. (Contains 4 tables and 72 references.) (Author/SLD) |
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| Item Description: | ERIC Document Number: ED478070. ERIC Note: Paper presented at the Annual Meeting of the American Educational Research Association (Chicago, IL, April 21-25, 2003). |
| Physical Description: | 31 pages. |