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Multiple modes of scaffolding to enhance web-based inquiry

Annelies Raes (UGent) , Tammy Schellens (UGent) , Bram De Wever (UGent) and Ellen Vanderhoven (UGent)
(2011) CSCL 2011 Proceedings. 2. p.751-755
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Abstract
This study investigated the impact of different scaffolding conditions on students who are learning science through a web-based collaborative inquiry project. This project aimed to improve domain-specific knowledge, as well as strategy use on the internet, and metacognitive awareness. Three experimental conditions (human tutor as an external regulating agent, embedded question prompts (EQP), and both forms of support) were compared with a control condition. Findings revealed that providing students with EQP and a human tutor leads to significant higher performances comparing to the other conditions. Only with regard to strategy use and regulation of cognition, EQP alone is as effective as the condition with EQP and human tutor. Providing students with only a human tutor, however, didn’t seem to provide enough help by itself, i.e. without incorporation of the embedded prompts. In this respect, our findings support the notion of multiple scaffolding as an approach to enhance web-based inquiry learning.

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Chicago
Raes, Annelies, Tammy Schellens, Bram De Wever, and Ellen Vanderhoven. 2011. “Multiple Modes of Scaffolding to Enhance Web-based Inquiry.” In CSCL 2011 Proceedings, ed. Hans Spada, Gerry Stahl, Naomi Miyake, and Nancy Law, 2:751–755. International Society of the Learning Sciences (ISLS).
APA
Raes, Annelies, Schellens, T., De Wever, B., & Vanderhoven, E. (2011). Multiple modes of scaffolding to enhance web-based inquiry. In H. Spada, G. Stahl, N. Miyake, & N. Law (Eds.), CSCL 2011 Proceedings (Vol. 2, pp. 751–755). Presented at the 9th International Conference on Computer-Supported Collaborative Learning (CSCL - 2011), International Society of the Learning Sciences (ISLS).
Vancouver
1.
Raes A, Schellens T, De Wever B, Vanderhoven E. Multiple modes of scaffolding to enhance web-based inquiry. In: Spada H, Stahl G, Miyake N, Law N, editors. CSCL 2011 Proceedings. International Society of the Learning Sciences (ISLS); 2011. p. 751–5.
MLA
Raes, Annelies, Tammy Schellens, Bram De Wever, et al. “Multiple Modes of Scaffolding to Enhance Web-based Inquiry.” CSCL 2011 Proceedings. Ed. Hans Spada et al. Vol. 2. International Society of the Learning Sciences (ISLS), 2011. 751–755. Print.
@inproceedings{1993803,
  abstract     = {This study investigated the impact of different scaffolding conditions on students who are learning science through a web-based collaborative inquiry project. This project aimed to improve domain-specific knowledge, as well as strategy use on the internet, and metacognitive awareness. Three experimental conditions (human tutor as an external regulating agent, embedded question prompts (EQP), and both forms of support) were compared with a control condition. Findings revealed that providing students with EQP and a human tutor leads to significant higher performances comparing to the other conditions. Only with regard to strategy use and regulation of cognition, EQP alone is as effective as the condition with EQP and human tutor. Providing students with only a human tutor, however, didn{\textquoteright}t seem to provide enough help by itself, i.e. without incorporation of the embedded prompts. In this respect, our findings support the notion of multiple scaffolding as an approach to enhance web-based inquiry learning.},
  author       = {Raes, Annelies and Schellens, Tammy and De Wever, Bram and Vanderhoven, Ellen},
  booktitle    = {CSCL 2011 Proceedings},
  editor       = {Spada, Hans  and Stahl, Gerry and Miyake, Naomi  and Law, Nancy},
  language     = {eng},
  location     = {Hong Kong, China},
  pages        = {751--755},
  publisher    = {International Society of the Learning Sciences (ISLS)},
  title        = {Multiple modes of scaffolding to enhance web-based inquiry},
  url          = {http://www.isls.org/cscl2011/index.htm?CFID=38370675\&CFTOKEN=35091169},
  volume       = {2},
  year         = {2011},
}