The effects of scaffolding metacognitive activities in small groups

Inge Molenaar, Carla van Boxtel, Peter Sleegers

    Research output: Contribution to journalArticleAcademicpeer-review

    28 Citations (Scopus)

    Abstract

    This study examined the effects of scaffolds on triads’ metacognitive activities in complex open learning environments. In an experimental design, two experimental groups receiving scaffolds were compared with a control group. The experimental groups differed in the form of scaffolding messages used: structuring scaffolds vs. problematizing scaffolds. We analyzed the effects of scaffolding and the different forms of scaffolds on the amount of metacognitive activities of triads on the interpersonal plane. The results show that scaffolding has a significant effect on stimulating metacognitive activities; triads receiving scaffolds performed significantly more metacognitive activities on the interpersonal plane. Additionally, scaffolding also has a significant development effect; triads continue to show more metacognitive activities after the scaffolding is ceased. Finally, no significant differences between the two forms of scaffolding were found: triads receiving problematizing scaffolds did not showed more metacognitive activities during or after the scaffolding compared to triads receiving structuring scaffolds.
    Original languageEnglish
    Pages (from-to)1727-1739
    JournalComputers in human behavior
    Volume26
    Issue number6
    DOIs
    Publication statusPublished - 2010

    Keywords

    • Metacognitive activities
    • Scaffolding
    • Complex open learning environments
    • Virtual agents
    • Elementary education

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