Supporting self-regulated learning in computer-based learning environments: systematic review of effects of scaffolding in the domain of science education.
Despite the widespread assumption that students require scaffolding support for self-regulated learning (SRL) processes in computer-based learning environments (CBLEs), there is little clarity as to which types of scaffolds are most effective. This study offers a literature review covering the vario...
| Publicado en: | Journal of Computer Assisted Learning Vol. 28; no. 6; pp. 557 - 574 |
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| Autores principales: | , , |
| Formato: | research systematic review tables/charts Journal Article |
| Publicado: |
Wiley-Blackwell
Dec2012
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=104431143&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 104431143 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 02664909 6M1 jtl: Journal of Computer Assisted Learning issn: 02664909 maglogo: Y pubinfo: dt: Dec2012 vid: 28 iid: 6 pid: 480 pub: Wiley-Blackwell place: Malden, Massachusetts artinfo: ui: 104431143 82891408 10.1111/j.1365-2729.2011.00476.x 104431143 ppf: 557 ppct: 17 formats: tig: atl: Supporting self-regulated learning in computer-based learning environments: systematic review of effects of scaffolding in the domain of science education. aug: au: Devolder, A. van Braak, J. Tondeur, J. affil: Department of Educational Studies, Ghent University, Belgium sug: subj: Science Education Computer-Assisted Instruction Learning Environment Cognition Motivation Systematic Review ERIC Database Human ab: Despite the widespread assumption that students require scaffolding support for self-regulated learning (SRL) processes in computer-based learning environments (CBLEs), there is little clarity as to which types of scaffolds are most effective. This study offers a literature review covering the various scaffolds that support SRL processes in the domain of science education. Effective scaffolds are categorized and discussed according to the different areas and phases of SRL. The results reveal that most studies on scaffolding processes focus on cognition, whereas few focus on the non-cognitive areas of SRL. In the field of cognition, prompts appear to be the most effective scaffolds, especially for processes during the control phase. This review also shows that studies have paid little attention to scaffold designs, learner characteristics, or various task characteristics, despite the fact that these variables have been found to have a significant influence. We conclude with the implications of our results on future design and research in the field of SRL using CBLEs. pubtype: Academic Journal doctype: research systematic review tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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