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.
Index Terms—Technology enhanced learning, collaborative learning, scaffolding, cognitive load.
Per B. Bergamin and Egon Werlen are with the Swiss Distance University of Applied Sciences, Ü berlandstrasse 12, 3900 Brig, Switzerland (e-mail: email@example.com, firstname.lastname@example.org).
Yves E. Bochud is with the University of Berne, Institute of Psychology, Fabrikstrasse 8, 3012 Bern, Switzerland (e-mail: email@example.com).
Cite: Per B. Bergamin, Egon Werlen, and Yves E. Bochud, "Scaffolding Collaborative Learning in Pairs within a Technology-Enhanced Learning Environment," International Journal of Information and Education Technology vol. 7, no. 1, pp. 40-45, 2017.