Does adaptive scaffolding facilitate students ability to regulate their learning with hypermedia? 指導教授:陳明溥 學 生 :王麗君

參考文獻 Roger A. , Jennifer G. C. & Diane S. (2004) Does adaptive scaffolding facilitate students ability to regulate their learning with hypermedia? Contemporary Educational Psychology,29(3),344-370

Introduction Researchers have attempted to facilitate students´ learning of complex topics by using : - scaffolds *tools *strategies *guides - instructional aids -designed to support students´ understanding

Self-regulated learning Reinforcement -Self-monitoring、Self-instruction、Self-reinforcement Social cognitive -plan -set goals -monitor their understanding -use effective strategies - reflect on their progress during learning with hypermedia (e.g. cognitive , motivational , task conditions) Developmental -Observational、Imitative、Self-controlled、Self-regulated

Dimensions of Self-Regulation --Zimmerman Learning issue Learning Dimensions Learner Conditions Self-regulation Attributes Self-regulation Subprocesses Why Motive Choose to participate Self-motivated Self-efficacy and self-goals How Method Choose method Planned or automatized Strategy use or routinized performance When Time Choose time limits Timely and efficient Time management What Behavior Choose outcome behavior Self-aware of performance Self-observation self-judgment self-reaction Where Physical environment Choose setting Environmentally sensitive and resourceful Environmental structuring With whom Social Choose partner model, or teacher Socially sensitive and resourceful Selective help seeking

The role of scaffolding in facilitating self-regulated learning with hypermedia Conceptual -Conceptual scaffolds include hints and prompts that are designed to provide guidance about what knowledge to consider during problem solving Metacognitive -Metacognitive scaffolds may include human or nonhuman learning agents whose roles may include helping students with specific task-related tasks. Procedural -Procedural scaffolds assist students with learning how to use resources or how to perform certain tasks (ex: pretest to posttest regulated their learning by using effective strategies; planning their learning by creating sub-goals and activating prior knowledge; monitoring their emerging understanding; and planning their time and effort Strategic -Strategic scaffolds make students aware of different techniques for solving problems and expose students to the solution paths followed by other peers or experts

Research Questions Do different scaffolding conditions influence students´ ability to shift to more sophisticated mental models of the circulatory system? How do different scaffolding conditions influence students´ ability to regulate their learning?

Research Variables Adaptive scaffolding (AS) Fixed scaffolding (FS) -provided with an overall learning goal -human tutor (planning their learning, monitoring their emerging understanding, using different strategies to learn about the circulatory system, handling task difficulties and demands, and assessing their emerging understanding ) Fixed scaffolding (FS) -a list of 10 domain-specific questions(Table1) No scaffolding (NS)

Research Hypotheses AS condition would lead to significant shift in students´ conceptual understanding (from pretest to posttest). AS condition would use fewer SRL variables to regulate their learning

Method 1.Participants : N=51(The students were non-biology majors, and the pretest confirmed that all participants had average or little knowledge of the circulatory system ) 2.Measures : Pretest/Posttest (four parts of pretest : labeling 、 matching、flow 、essay) 3.Hypermedia environment : CD-ROM、Hyperlink 4.Procedure 4.1Scaffolding conditions ( 同P6) -Questionnaire → Pretest → Instructions for the learning task →Posttest

Method 4.2Coding and scoring -Mental models *mental model refers to the correctness and completeness in regard to the local features of each component, the relationships between and among the local features of each component, and the relationships among the local features of different components. (Table2) -Matching task and heart diagram -Students´ verbalizations -Learners´ and tutor´s regulatory behavior *planning, monitoring, strategy use, task difficulty and demands, and interest variables used for coding the learners´ and tutor´s regulatory behavior -Inter-rater agreement

Results and discussion Question 1: Do different scaffolding conditions influence students´ ability to shift to more sophisticated mental models of the circulatory system? Shift in mental model ( that the shift in the AS condition was significantly greater than the FS and NS conditions ) Matching task Labeling task(Table3) Question 2: How do different scaffolding conditions influence students´ ability to regulate their learning? Planning Monitoring Strategies Task difficulty and demands Interest Adaptive scaffolding condition Fixed scaffolding condition No scaffolding condition(Table4)

Implications Limitations -we have drawn are limited by the participants´ low prior knowledge, and the nature of the hypermedia environment Instructional implications of scaffolding and SRL for learning with hypermedia -a student model would need to assess students´ initial mental model and create an evolving model of their understanding through embedded testing Appendix A