Abstract
This paper explores the effect of computerized scaffolding and different forms of scaffolds on small groups’ collaborative discourse. We developed a computerized scaffolding system that uses an attention management system to support metacognitive activities in small groups. We previously found that the scaffolding stimulates the group’ metacognitive activities and enhances individual metacognitive knowledge. Moreover different forms of scaffolds have differential effects on learning that cannot be explained by quantitative differences in the groups’ metacognitive activities. Therefore, we investigate to qualitative differences in the groups’ collaborative discourse in this study. We found that groups receiving scaffolding had significantly less ignored metacognitive episodes. Groups receiving problematizing scaffolds had significantly less ignored metacognitive episodes and more co-constructed metacognitive episodes compared to groups receiving structuring scaffolds. These findings indicate that scaffolding indeed positively influenced collaborative discourse and intensive collaborative discourse seems to explain the differential learning effects of different forms of scaffolds.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
Preview
Unable to display preview. Download preview PDF.
References
Azevedo, R., Moos, D.C., Greene, J.A., Winters, F.I., Cromley, J.G.: Why is externally-facilitated regulated learning more effective than self-regulated learning with hypermedia? Educational Technology Research and Development 56(1), 45–72 (2008)
Azevedo, R., Hadwin, A.F.: Scaffolding self-regulated learning and metacognition - implications for the design of computer-based scaffolds. Instructional Science 33(5-6), 367–379 (2005)
VanDerStel, M., Veenman, M.V.J.: Development of Metacognitive Skillfulness; a Longitudional Study. Learning and Individual Differences 20, 220–224 (2010)
Azevedo, R., Cromley, J.G.: Does Training on Self-Regulated Learning Facilitate Students’ Learning With Hypermedia? Journal of Educational Psychology 96(3), 523–535 (2004)
Chi, M.: Active-Constructive-Interactive: A Conceptual Framework for Differentiating Learning Activities. Topics in Cognitive Science 1(1), 73–105 (2009)
Webb, M.: The teacher’s role in promoting collaborative dialogue in the classroom. British Journal of Educational Psychology 79, 1–28 (2009)
Molenaar, I., van Boxtel, C., Sleegers, P.J.C., Roda, C.: Attention management for Learning: Atgentschool. In: Roda, C. (ed.) Human Attention in Digital Environments, pp. 259–280. Cambridge University Press, Cambridge (2011)
Roda, C., Nabeth, T.: Supporting attention in learning environments: Attention support services, and information management. In: Duval, E., Klamma, R., Wolpers, M. (eds.) EC-TEL 2007. LNCS, vol. 4753, pp. 277–291. Springer, Heidelberg (2007)
Reiser, B.J.: Scaffolding Complex Learning: The Mechanisms of Structuring and Problematizing Student Work. Journal of the Learning Sciences 13(3), 273–304 (2004)
Weinberger, A., Stegmann, K., Fischer, F.: Knowledge convergence in collaborative learning: Concepts and assessment. Learning and Instruction 17(4), 416–426 (2007)
Barron, B.: When Smart Groups Fail. The Journal of the Learning Sciences 12(3), 307–359 (2003)
Author information
Authors and Affiliations
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2011 Springer-Verlag Berlin Heidelberg
About this paper
Cite this paper
Molenaar, I., Van Boxtel, C., Sleegers, P. (2011). The Effect of Dynamic Computerized Scaffolding on Collaborative Discourse. In: Kloos, C.D., Gillet, D., Crespo García, R.M., Wild, F., Wolpers, M. (eds) Towards Ubiquitous Learning. EC-TEL 2011. Lecture Notes in Computer Science, vol 6964. Springer, Berlin, Heidelberg. https://doi.org/10.1007/978-3-642-23985-4_39
Download citation
DOI: https://doi.org/10.1007/978-3-642-23985-4_39
Publisher Name: Springer, Berlin, Heidelberg
Print ISBN: 978-3-642-23984-7
Online ISBN: 978-3-642-23985-4
eBook Packages: Computer ScienceComputer Science (R0)