Poster #27 - Facilitating Diagnostic Competences in Higher Education: A Meta-Analysis on Different Types of Scaffolding

• In Event: 77.059 - MTCC Tuesday Poster Session 18
  In Poster Session: 77.059-3 - Learning and Instruction

Abstract

Facilitating diagnostic competences is an important objective of higher education for many professions. This meta-analysis of 35 empirical studies builds on a conceptual framework and investigates the role of problem-solving and scaffolding to foster diagnostic competences in learners with lower and higher prior knowledge. A moderator analysis investigates, which type of scaffolding is effective for different levels of learners’ prior knowledge. Instructional support has moderate positive effect (g = .39; CI [.22; .56]; p = .001). In contrast to cognitive load research findings, diagnostic competences are facilitated effectively through problem-solving independent of learners’ prior knowledge. Scaffolding types affording self-regulation are more effective for advanced learners. In contrast, scaffolding offering high levels of guidance is more effective for less advanced learners.

Authors

• Olga Chernikova, Ludwig Maximilian University Munich

• Nicole Heitzmann, University of Munich

• Maximilian Fink, Ludwig Maximilian University of Munich

• Venance Amasi Timothy, Ludwig-Maximilians-Universität München

• Tina Seidel, Technische Universität München

• Frank Fischer, Ludwig Maximilian University of Munich