Abstract
This study examined the effects of scaffolds on triads’ metacognitive activities in complex open learning environments. In an experimental design, two experimental groups receiving scaffolds were compared with a control group. The experimental groups differed in the form of scaffolding messages used: structuring scaffolds vs. problematizing scaffolds. We analyzed the effects of scaffolding and the different forms of scaffolds on the amount of metacognitive activities of triads on the interpersonal plane. The results show that scaffolding has a significant effect on stimulating metacognitive activities; triads receiving scaffolds performed significantly more metacognitive activities on the interpersonal plane. Additionally, scaffolding also has a significant development effect; triads continue to show more metacognitive activities after the scaffolding is ceased. Finally, no significant differences between the two forms of scaffolding were found: triads receiving problematizing scaffolds did not showed more metacognitive activities during or after the scaffolding compared to triads receiving structuring scaffolds.
