The Effect of Computerized Scaffolding and Different Forms of Scaffolds on Transactive Interaction

• In Event: Poster Session 15
  In Poster Session: Technology, Instruction, Cognition and Learning SIG Poster Session: Issues in Technology, Instruction, Cognition, and Learning

Abstract

This paper explores the effect of computerized scaffolding and different forms of scaffolds on small groups’ transactive interaction, ie. the extent to which student’ built on each other’s contributions. We previously found that the scaffolding stimulates the group’ metacognitive activities and enhances individual metacognitive knowledge. Yet, differential effects of different forms of scaffolds cannot be explained by quantitative differences in metacognitive activities. Therefore, we investigate qualitative differences in the groups’ interaction. We found that groups receiving scaffolding had significantly less transactive interaction. Groups receiving problematizing scaffolds more transactive interaction compared to groups receiving structuring scaffolds. These findings indicate that scaffolding indeed positively influenced transactive interaaction and these differences seem to explain the differential learning effects of different forms of scaffolds.

Author

• Inge Molenaar, University of Amsterdam