Dynamic computerized scaffolding of metacognitive activities in small groups
New York, NY : Springer
Springer International Handbooks of Education ; 28
InAzevedo, R.; Aleven, V. (ed.), International handbook of metacognition and learning technologies, pp. 561-574
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Azevedo, R.; Aleven, V. (ed.), International handbook of metacognition and learning technologies
SubjectSpringer International Handbooks of Education; Learning and Plasticity
This chapter describes a new method for the computerized scaffolding of self-regulated learning in computer-based learning environments. The system works with an attention management system that registers the attentional focus of learners with the intention to adjust scaffolding to students’ current activities. As the support is related to students’ current activities, structuring scaffolds that support students’ activities and problematizing scaffolds that elicit students’ activities can both be used. We found evidence that this scaffolding system enhances group performance and students’ metacognitive knowledge. Moreover, different forms of scaffold had differential effects on learning. Problematizing scaffolds resulted in higher group performance, transfer of domain knowledge and metacognitive knowledge than structuring scaffolds. These differential effects are most likely explained by a combination of quantitative and qualitative differences in the metacognitive activities triggered by problematizing scaffolds compared with structuring scaffolds.
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