Comparing Average Reflection Count and Specificity Scores Between Scaffolded and Nonscaffolded Students

• In Event: Cognitive and Metacognitive Processes to Improve Learning

Abstract

This study explored how scaffolding strategies affect students’ reflections regarding their learning activities. We worked with 848 students in an introductory psychology course to reflect on their learning experiences after each lecture using the CourseMIRROR mobile application. We randomly assigned students into two groups; where the first group was provided a version of the app with scaffolding features, and the second group was provided a different version without scaffolding features. Comparing reflection specificity scores shows that the scaffolded group wrote significantly more specific reflections than the non-scaffolded group. This study shows the importance of reflection scaffolding and provides a useful context for further explorations of the phenomenon.

Authors

• Alfa Satya Putra, Purdue University

• Ahmed Ashraf Butt, Purdue University

• Alexander V Struck Jannini, Purdue University

• Muhsin Menekse, Purdue University