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The effects of group metacognitive scaffolding on group metacognitive behaviors, group performance, and cognitive load in computer-supported collaborative learning
ARTICLE

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Internet and Higher Education Volume 42, Number 1, ISSN 1096-7516 Publisher: Elsevier Ltd

Abstract

Previous studies have reported the importance of metacognition on learning performance. However, little effort has been made to develop group metacognitive scaffolding (GMS) in computer-supported collaborative learning (CSCL) environments. The present study sought to extend current understandings of scaffolding in CSCL, by examining the effects of GMS on group metacognitive behavior, group performance, and cognitive load in CSCL environments. In total, 111 college students participated in the study. Participants were divided into small groups and assigned to experimental and control conditions. Students in the experimental group received GMS during an online collaborative learning process, while those in the control group performed online collaborative learning without GMS. The results indicated that GMS had significant impacts on group metacognitive behavioral transition and group performance. Moreover, GMS did not increase students' cognitive load. The results of this study and their implications for teachers and developers are discussed.

Citation

Zheng, L., Li, X., Zhang, X. & Sun, W. (2019). The effects of group metacognitive scaffolding on group metacognitive behaviors, group performance, and cognitive load in computer-supported collaborative learning. Internet and Higher Education, 42(1), 13-24. Elsevier Ltd. Retrieved January 26, 2020 from .

This record was imported from Internet and Higher Education on March 28, 2019. Internet and Higher Education is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/j.iheduc.2019.03.002

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