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Supporting self-regulated learning in computer-based learning environments: systematic review of effects of scaffolding in the domain of science education

Anneline Devolder, Johan van Braak UGent and Jo Tondeur UGent (2012) JOURNAL OF COMPUTER ASSISTED LEARNING. 28(6). p.557-573
abstract
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.
Please use this url to cite or link to this publication:
author
organization
year
type
journalArticle (original)
publication status
published
subject
keyword
computer-based learning environments, sciences, self-regulated learning., STRATEGIES, KNOWLEDGE, PROMPTS, DESIGN, PERFORMANCE, TOOLS, HYPERMEDIA, MIDDLE SCHOOL STUDENTS, ILL-STRUCTURED PROBLEM, INSTRUCTIONAL SUPPORT, scaffolding
journal title
JOURNAL OF COMPUTER ASSISTED LEARNING
J. Comput. Assist. Learn.
volume
28
issue
6
pages
557 - 573
Web of Science type
Article
Web of Science id
000310549300005
JCR category
EDUCATION & EDUCATIONAL RESEARCH
JCR impact factor
1.632 (2012)
JCR rank
20/215 (2012)
JCR quartile
1 (2012)
ISSN
0266-4909
DOI
10.1111/j.1365-2729.2011.00476.x
language
English
UGent publication?
yes
classification
A1
copyright statement
I have transferred the copyright for this publication to the publisher
id
2124415
handle
http://hdl.handle.net/1854/LU-2124415
date created
2012-05-31 11:12:50
date last changed
2016-12-19 15:39:04
@article{2124415,
  abstract     = {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.},
  author       = {Devolder, Anneline and van Braak, Johan and Tondeur, Jo},
  issn         = {0266-4909},
  journal      = {JOURNAL OF COMPUTER ASSISTED LEARNING},
  keyword      = {computer-based learning environments,sciences,self-regulated learning.,STRATEGIES,KNOWLEDGE,PROMPTS,DESIGN,PERFORMANCE,TOOLS,HYPERMEDIA,MIDDLE SCHOOL STUDENTS,ILL-STRUCTURED PROBLEM,INSTRUCTIONAL SUPPORT,scaffolding},
  language     = {eng},
  number       = {6},
  pages        = {557--573},
  title        = {Supporting self-regulated learning in computer-based learning environments: systematic review of effects of scaffolding in the domain of science education},
  url          = {http://dx.doi.org/10.1111/j.1365-2729.2011.00476.x},
  volume       = {28},
  year         = {2012},
}

Chicago
Devolder, Anneline, Johan van Braak, and Jo Tondeur. 2012. “Supporting Self-regulated Learning in Computer-based Learning Environments: Systematic Review of Effects of Scaffolding in the Domain of Science Education.” Journal of Computer Assisted Learning 28 (6): 557–573.
APA
Devolder, A., van Braak, J., & Tondeur, J. (2012). Supporting self-regulated learning in computer-based learning environments: systematic review of effects of scaffolding in the domain of science education. JOURNAL OF COMPUTER ASSISTED LEARNING, 28(6), 557–573.
Vancouver
1.
Devolder A, van Braak J, Tondeur J. Supporting self-regulated learning in computer-based learning environments: systematic review of effects of scaffolding in the domain of science education. JOURNAL OF COMPUTER ASSISTED LEARNING. 2012;28(6):557–73.
MLA
Devolder, Anneline, Johan van Braak, and Jo Tondeur. “Supporting Self-regulated Learning in Computer-based Learning Environments: Systematic Review of Effects of Scaffolding in the Domain of Science Education.” JOURNAL OF COMPUTER ASSISTED LEARNING 28.6 (2012): 557–573. Print.