TY - JOUR
T1 - Adaptive human scaffolding facilitates adolescents' self-regulated learning with hypermedia
AU - Azevedo, Roger
AU - Cromley, Jennifer G.
AU - Winters, Fielding I.
AU - Moos, Daniel C.
AU - Greene, Jeffrey A.
N1 - Funding Information:
This research was funded by the National Science Foundation (CAREER REC#0133346) awarded to the first author. The authors would like to thank Danielle Fried, Lynne Xu, Laura Smith, and Daniel Levin for transcribing the audio data, and the high-school and middle-school teachers and their students for their participation in this study.
PY - 2005/11
Y1 - 2005/11
N2 - This study examines the effectiveness of three scaffolding conditions on adolescents' learning about the circulatory system with a hypermedia learning environment. One hundred and eleven adolescents (n = 111) were randomly assigned to one of three scaffolding conditions (adaptive scaffolding (AS), fixed scaffolding (FS), or no scaffolding (NS)) and were trained to use a hypermedia environment to learn about the circulatory system. Pretest and posttest data were collected to measure the qualitative changes in students' mental models of the topic and quantitative changes in their declarative knowledge. Verbal protocols were collected during the 40-minute learning task to examine how each condition affected the way in which students regulated their learning. Findings revealed that learners in both the AS and NS conditions gained significantly more declarative knowledge than did those in the FS condition. Also, the AS condition was associated with shift in learners' mental models significantly more than the other conditions. Associated with these significant shifts in their mental models, learners in the AS condition regulated their learning by planning and activating prior knowledge, monitoring their cognitive activities and their progress toward learning goals, using several effective strategies, and engaging in adaptive help-seeking. By contrast, those in the NS condition used fewer effective strategies, while those in the FS regulated their learning by using several regulatory processes which seemed to impede their learning. Implications for the design of scaffolds for fostering students' self-regulated learning with hypermedia are presented.
AB - This study examines the effectiveness of three scaffolding conditions on adolescents' learning about the circulatory system with a hypermedia learning environment. One hundred and eleven adolescents (n = 111) were randomly assigned to one of three scaffolding conditions (adaptive scaffolding (AS), fixed scaffolding (FS), or no scaffolding (NS)) and were trained to use a hypermedia environment to learn about the circulatory system. Pretest and posttest data were collected to measure the qualitative changes in students' mental models of the topic and quantitative changes in their declarative knowledge. Verbal protocols were collected during the 40-minute learning task to examine how each condition affected the way in which students regulated their learning. Findings revealed that learners in both the AS and NS conditions gained significantly more declarative knowledge than did those in the FS condition. Also, the AS condition was associated with shift in learners' mental models significantly more than the other conditions. Associated with these significant shifts in their mental models, learners in the AS condition regulated their learning by planning and activating prior knowledge, monitoring their cognitive activities and their progress toward learning goals, using several effective strategies, and engaging in adaptive help-seeking. By contrast, those in the NS condition used fewer effective strategies, while those in the FS regulated their learning by using several regulatory processes which seemed to impede their learning. Implications for the design of scaffolds for fostering students' self-regulated learning with hypermedia are presented.
KW - Adolescents
KW - Hypermedia
KW - Scaffolding
KW - Science
KW - Self-regulated learning
UR - http://www.scopus.com/inward/record.url?scp=26844558952&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=26844558952&partnerID=8YFLogxK
U2 - 10.1007/s11251-005-1273-8
DO - 10.1007/s11251-005-1273-8
M3 - Review article
AN - SCOPUS:26844558952
SN - 0020-4277
VL - 33
SP - 381
EP - 412
JO - Instructional Science
JF - Instructional Science
IS - 5-6
ER -