Contemporary Educational Psychology 29 (2004)
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1 Contemporary Educational Psychology 29 (2004) Does adaptive scaffolding facilitate students ability to regulate their learning with hypermedia? Roger Azevedo, Jennifer G. Cromeley, and Diane Seibert Introduction Theodor Holm Nelson Computer Lib 1974 (hypertext) Scaffold Scaffold Scaffold Scaffolding 1.1 Self-regulated learning and hypermedia 1
2 Azevedo & Cromley, 2003; Greene & Land, 2000 Scaffolding Scaffold 1.2 The role of scaffolding in facilitating self-regulated learning with hypermedia Scaffolding (Hogan & Pressley, 1997) Scaffolding Hannafin, Land, and Oliver,1999 (a) Conceptual e.g., Vye et al,1998 (b) Metacognitive (e.g., White, Shimoda, & Frederiksen, 2000) (c) Procedural (e.g., Avevedo, Verona, & Gromeley, 2001) (d) Strategic (e.g., Azevedo, & Lajoie, 1998; Lajoie, Azevedo, & Fleiszer, 1998) Scaffolding Scaffold SRL Scaffold Greene & Land, 2000; Hill & Hannafin, 1999 (Azevedo et al., in press) 2
3 Fixed Scaffold Fixed Scaffold Adaptive Scaffold Adaptive Scaffold SRL Merrill, Reiser, Merrill, & Landes, 1995 SRL Biemans & Simons, 1995; Kao & Lehman, 1997 Scaffold Scaffold 1.3 Overview of current study and hypotheses (a) Scaffold (b) Scaffold (a) AS FS,NS (b) AS 3
4 Method 2.1 Participants GPA 2.2 Measures Matching Labeling Flow Essay 2.3 Hypermedia environment Microsoft Encarta s Reference Suite (2000) 2.4 Procedure Scaffolding conditions No Scaffolding(NS) condition think aloud 4
5 Fixed Scaffolding(FS) condition NS Adaptive Scaffolding(AS) condition FS FS adaptive scaffolding 5
6 2.5 Coding and scoring Mental Models Chi ( ) (a) (l) a l Matching task and heart diagram Matching task Heart diagram Students verbalization Learners and tutor s regulatory behavior Azevedo (in press) (Pintrick, 2000; Winne, 2001; Winne & Hadwin, 1998; Winne & Pery, 2000) self-regulation (a) (b) (c) (d) 6
7 2.5.5 Inter-rater agreement Results and discussion 3.1 Quenstion1: Do different scaffolding conditions influence students ability to shift to m ore sophisticated mental models of the circulatory system? AS,FS,NS 3.2 Shift in mental model, [F(1,50)=88.11, MSE = 3.37, p <.05] [F(2,50)=7.79, MSE = 26.23, p <.05] (F(2,48)=5.62, p <.05) (LSD) AS > FS,NS (p <.05) FS,NS (p >.05) AS jump FS NS 7
8 3.3 Matching task, [F(1,50) = 29.48, MSE = 8.50, p <.05] [F(2,50)= 1.30, MSE = 40.12, p >.05] 3.4 Labeling task, [F(1,50) = 18567, MSE = 96.32, p <.05] [F(2,50) = = , p <.05] [F(1,48)=164.26, p <.05] AS (AS 44.4% FS 8.28% NS 26.8% ) 3.5 Quenstion2: How do different scaffolding conditions influence students ability to regulate their learning? 3.6 Planning AS Activating their prior knowledge FS Recycling goals in their working memory NS Creating sub-goals planing 8
9 3.7 Monitoring AS Feeling of knowing(fok), Judging their learning(jol) Self-questioning: FS evaluating the content identifying the adequacy of information NS Monitoring progress toward goal 3.8 Strategies AS Find location in the environment FS Goal-direct search Evaluating the content as the answer to the goal Mnemonics, reading notes, coordinating informational source: Mnemonics Coordinating informational source NS Taking notes, re-reading, selecting new informational source, free search Summarization, inferences, drawing, hypothesizing, knowledge elaboration, reading new paragraph, memorization of instructional material 9
10 3.9 Task difficulty and demands AS Seeking help NS Planning their time and effort, controlling the hypermedia environment FS Controlled the hypermedia condition, expectations that a certain type of informational source Expectations 3.10 Interest NS Interest Implications AS AS FS NS AS Scaffold SRL AS SRL Matching task Labeling task AS FS,NS Scaffold 10
11 AS SRL FS,NS SRL 4.1 Limitations Scaffolding SRL 4.2 Instructional implications of scaffolding and SRL for learning with hypermedia adaptive scaffolding computer adaptive scaffolding MetaCognitive 11
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