Examining the Effectiveness of Computer-Based Scaffolds in Clinical Problem-Solving

• In Event: Scaffolding Student Success

Abstract

Computer-supported scaffolding plays a pivotal role in advancing problem-solving skills and improving self-regulated learning. However, there is limited research on the effectiveness of different types of scaffolds. This study performed latent profile analysis on the use of different scaffolds of 86 medical students as they solved a clinical reasoning problem in a computer-based learning environment. We identified four types of scaffolding use: moderate, low, highly metacognitive, and highly strategic. Learners who were highly metacognitive and those who used moderate scaffolding were more likely to solve the problem correctly, whereas learners who rarely used scaffolding were more likely to fail the task. Findings from this study offer new insights into the effectiveness of computer-supported scaffolding.

Authors

• Juan Zheng, Lehigh University
  Presenting Author

• Susanne P. Lajoie, McGill University
  Non-Presenting Author

• Tingting Wang, McGill University
  Non-Presenting Author

• Shan Li, Lehigh University
  Non-Presenting Author