Scaffolding Metacognition via "WhatsApp" in a Blended Learning Environment

• In Event: 63.033 - Scaffolding Metacognition

Abstract

Objectives: Today university students are often faced with blended learning environments composed of computerized and paper learning materials. Switching between the different components of these environments requires students to engage in self-regulated learning. In computerized-based learning environments metacognitive scaffolding has successfully stimulated self-regulated learning and consequently improved students’ learning achievements (Azevedo et al., 2010, Bannert & Mengelkamp, 2013). This study investigates the effect of scaffolding metacognitive activities in a blended learning environment on students’ learning achievements and self-regulated learning.
Socially regulated learning emerges when individuals align their individual self-regulated learning to collective socially shared regulation of learning in which they have the opportunity to build on each other’s knowledge and skills (Iiskala et al., 2010; Molenaar & Chiu., 2014). This study examines the effectiveness of metacognitive scaffolding prompting individual students compared to prompting dyads to collaboratively regulate their learning.

Methods: First year college students studied the functioning of the heart (45 minutes) in a blended learning environment composed of a book chapter, computerized learning materials and a mobile phone with WhatsApp. Students in the scaffolding conditions received 5 metacognitive scaffolds via WhatsApp, students in the control condition did not receive scaffolds (n=30). In the self-regulated learning condition students (n=30) had to respond individually, whereas in the socially regulated learning condition students (n=30) were asked to discuss their responds to the scaffolds with a learning partner via WhatsApp.
A domain knowledge questionnaire about the heart measured students’ learning achievement and the WLSTMod questionnaire measured self-regulated learning knowledge. The students’ responses to the metacognitive scaffolds were analyzed using content analysis (Molenaar et al., 2011).

Results: We found a significant main effect of time (F(87)=329, p<0.000) and a significant interaction effect of Time X Condition (F(87)=51.1, p<0.01) on learning achievement. The effect of Condition was not significant. We also found a significant effect of time on self-regulated learning knowledge (F(87)= 48.7, p<0.000). The effect of Condition and the interaction effect Time X Condition were not significant.
The analysis of the responses to the metacognitive scaffolds showed frequent and high quality metacognitive activities in both scaffolding conditions. The duo’s outperformed the individuals both in frequency and quality, but their metacognitive discussions also took significantly more time away from studying.

Significance: This study showed that this blended learning environment was effective for learning and it triggered students’ self-regulated learning knowledge. Moreover, scaffolding with WhatsApp resulted in high quality self and socially regulated learning activities, however this study did not show significant effects of scaffolding on learning achievements nor on self-regulated learning knowledge.

Authors

• Inge Molenaar, Radboud University Nijmegen

• Marianne van der Kurk, Radboud University Nijmegen

• Jolique Kielstra, Radboud University Nijmegen