doi: 10.18178/ijiet.2017.7.1.839
Scaffolding Collaborative Learning in Pairs within a Technology-Enhanced Learning Environment
Per B. Bergamin
,
Egon Werlen ,
Yves E. Bochud
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.
Keywords
- Technology enhanced learning
- collaborative learning
- scaffolding
- cognitive load
How to 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. https://doi.org/10.18178/ijiet.2017.7.1.839
Copyright & License
Copyright © 2017 by the authors. This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited (CC BY 4.0).