Scaffolding collaborative learning in pairs within a technology-enhanced learning environment

Bergamin, Per and Werlen, Egon and Bochud, Yves E (2017) Scaffolding collaborative learning in pairs within a technology-enhanced learning environment. International Journal of Information and Education Technology, 7 (1). pp. 40-45. ISSN 2010-3689

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Abstract

Previous research shows that scaffolding is an effective method to foster learning in technology-enhanced learning environments demanding self-regulation. This study considers the option of using a scaffold in an online learning environment working with a partner to solve a multiple-choice assessment. A scaffolding sequence was designed in which subjects worked in pairs. Then the collaborative and individual learning performances were measured and compared. Using the cognitive load theory (CLT), variables were defined to explain effects on performance. Participants in the experiment included 41 university students. Findings reveal that learners learning in the collaborative learning scenario performed better than within the individual learning scenario. Results show that three interrelated variables, mental effort, task difficulty and motivation affected performance.

Item Type:	Scientific journal article, Newspaper article or Magazine article
Uncontrolled Keywords:	Technology enhanced learning, collaborative learning, scaffolding, cognitive load
Subjects:	Education > Academic studies in education
Department/unit:	Fernfachhochschule Schweiz
Depositing User:	Egon Werlen
Date Deposited:	30 Apr 2019 04:38
Last Modified:	30 Apr 2019 04:38
URI:	http://repository.supsi.ch/id/eprint/10559

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