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Session Type: Symposium
In educational research a variety of approaches have been developed to support student’s learning with digital learning environments. Such techniques include different types of mechanisms and scaffolds that support learners by providing them structure or support during their cognitive and/or metacognitive processes during learning, reasoning, and problem solving across various contexts and learning environments. The main theme of this symposium is to demonstrate the effectiveness of different approaches learner support within digital learning environments. Within this symposium a review and analysis of different methods and techniques used to scaffold the complex nature learning with technology is examined. Implications about how this can be used to assess, model, and support students’ to enhance learning and performance will be discussed.
The Role of Content-Driven Prompts in Facilitating Preservice Teacher Information-Seeking With Network-Based Tutors - Laurel Udy, University of Utah; Eric G. Poitras, Dalhousie University; Lingyun Huang, The Education University of Hong Kong; Susanne P. Lajoie, McGill University
Examining the Influence of Cognitive Load in Clinical Reasoning and Its Relationship to Self-Regulated Learning - Susanne P. Lajoie, McGill University; Shan Li, McGill University; Juan Zheng, McGill University; Tianshu Li, McGill University; Alejandra Ruiz-Segura, McGill University; Kirsten Nynych, McGill University
Supporting Students' Self-Regulated Learning Using Adaptive Scaffolding in an Intelligent Tutoring System - Roger Azevedo, University of Central Florida; Franz Wortha, Universität Greifswald; Elizabeth Brooke Cloude, University of Central Florida; Megan Wiedbusch, University of Central Florida; Daryn Dever, University of Central Florida
Effects of Prior Knowledge on Metacognitive Scaffolding in Simulation-Based Learning - Viola Maria Geiger, University of Salzburg; Joerg Zumbach, University of Salzburg; Ines Deibl, University of Salzburg