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Publication year
2014Number of pages
24 p.
Source
Metacognition and Learning, 9, 3, (2014), pp. 309-332ISSN
Publication type
Article / Letter to editor

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Organization
SW OZ BSI OLO
Journal title
Metacognition and Learning
Volume
vol. 9
Issue
iss. 3
Page start
p. 309
Page end
p. 332
Subject
Learning and PlasticityAbstract
This article explores the effect of computerized scaffolding with different scaffolds (structuring vs. problematizing) on intra-group metacognitive interaction. In this study, we investigate 4 types of intra-group social metacognitive activities; namely ignored, accepted, shared and co-constructed metacognitive activities in 18 triads (6 control groups; no scaffolds and 12 experimental groups; 6 structuring scaffolds and 6 problematizing scaffolds). We found that groups receiving scaffolding showed significantly more intra-group interactions in which the group members co-construct social metacognitive activities. Groups receiving problematizing scaffolds showed significantly less ignored and more co-constructed social metacognitive interaction compared to groups receiving structuring scaffolds. These findings indicate that scaffolding positively influenced the group members’ intra-group social metacognitive interaction. We also found a significant relation between students’ participation in intra-group social metacognitive interaction and students’ metacognitive knowledge. Twelve percent of the variance in students’ metacognitive knowledge was explained by their participation in intra-group shared social metacognitive interaction. Therefore, future research should consider how to design scaffolds that elicit intra-group social metacognitive interaction
This item appears in the following Collection(s)
- Academic publications [204994]
- Electronic publications [103270]
- Faculty of Social Sciences [27347]
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