Metacognitive scaffolding in an innovative learning arrangement

• Published in: Instructional science Vol. 39; no. 6; pp. 785 - 803
• Main Authors: Molenaar, Inge, van Boxtel, Carla A. M., Sleegers, Peter J. C.
• Format: Journal Article
• Language: English
• Published: Dordrecht Springer 01.11.2011; Springer Netherlands; Springer Nature B.V
• Subjects: CAI; Child Development; Collaborative learning; Comparative Analysis; Computer Assisted Instruction; Control Groups; Cooperative Learning; Domain knowledge; Education; Educational activities; Educational Environment; Educational Psychology; Electronic learning; Elementary education; Elementary School Students; Experimental Groups; Group Activities; Group performance; Instructional design; Instructional Effectiveness; Learning; Learning Activities; Learning and Instruction; Learning Processes; Learning Strategies; Metacognition; Outcomes of education; Pedagogic Psychology; Research Design; Scaffolding (Teaching Technique); Scaffolds; Social systems; Virtual agents; Innovative learning arrangements; Elementary education; Scaffolding; Metacognition
• ISSN: 0020-4277; 1573-1952
• DOI: 10.1007/s11251-010-9154-1

This study examined the effects of metacognitive scaffolds on learning outcomes of collaborating students in an innovative learning arrangement. The triads were supported by computerized scaffolds, which were dynamically integrated into the learning process and took a structuring or problematizing form. In an experimental design the two experimental groups receiving scaffolds were compared with a control group. The experimental groups differed in the form of scaffolding used: structuring scaffolds versus problematizing scaffolds. We analyzed the effects of metacognitive scaffolding and of different forms of scaffolds on the learning outcomes at group and individual level. The results showed no effect of scaffolding on group performance, nor on the acquired individual domain knowledge, but a small effect on acquired individual metacognitive knowledge. With respect to the effects of different forms of scaffolds, we found a small effect on group performance, on transfer of individual domain knowledge and on the individual metacognitive knowledge acquired.