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

2. 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),

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

4. 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

5. 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

6. 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

7. 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?

8. 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)

9. 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

10. 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

11. 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

12. 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)

13. 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