Scaffolding in a Computer-Based Constructivist Environment for Teaching Statistics to College Learners
PROCEEDINGS
Michelle T. Kao, James D. Lehman
American Educational Research Association Annual Meeting,
Abstract
Scaffolding refers to the instructional support that instructors or more skillful peers offer learners to bridge the gap between their current skill levels and the desired level. An aspect of scaffolding that is often ignored is the fading of support as the learner masters the skill. It has been suggested that there is a risk of over-relying on the support of integrated media in computer-assisted instruction. A three-dimension (3-D) model of scaffolding that incorporates level of subtask, level of support, and number of repetitions of practice has been proposed to vary the technology support systematically in response to the learner's performance. The 3-D contingent scaffolding model was implemented in a computer-based instructional program for statistics called "Hypothesis Testing--the Z-Test" in order to establish baseline data for integrated media-based instruction or a hypermedia learning environment. The scaffolded instruction as evaluated in terms of knowledge maintenance and transfer by comparing it to full-support instruction and least-support instruction. Findings from 75 college students provide evidence that the scaffolded computer-based instruction promoted knowledge maintenance and improved independent knowledge application, while promoting learning consistently across individuals. Results also show that a dynamic measure of the learner's ability is a better predictor of the learning outcome for subjects using this scaffolded instruction than static measures. The model provides a systematic way to link the concept of scaffolding to integrated media design features using both support building and support fading techniques. (Contains 2 tables, 6 figures, and 17 references.) (SLD)
Citation
Kao, M.T. & Lehman, J.D. (1997). Scaffolding in a Computer-Based Constructivist Environment for Teaching Statistics to College Learners. Presented at American Educational Research Association Annual Meeting 1997. Retrieved March 28, 2024 from https://www.learntechlib.org/p/81225/.
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Cited By
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Exploring pedagogical uses of technology in statistics education
Lucy Cumyn, Rhonda Amsel & Susanne Lajoie, McGill University, Canada
EdMedia + Innovate Learning 2005 (Jun 27, 2005) pp. 2784–2787
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The evolution of critical thinking and use of scaffolding in a technology-mediated environment: An exploratory study
Priya Sharma, Pennsylvania State University, United States; Michael Hannafin, University of Georgia, United States
EdMedia + Innovate Learning 2002 (2002) pp. 1790–1795
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