The Electronic Journal of e-Learning provides perspectives on topics relevant to the study, implementation and management of e-Learning initiatives
For general enquiries email administrator@ejel.org
Click here to see other Scholarly Electronic Journals published by API
For a range of research text books on this and complimentary topics visit the Academic Bookshop

Information about the current European Conference on e-Learning is available here

For infomation on the European Conference on Games Based Learning clickhere

 

Journal Article

Effect of a Metacognitive Scaffolding on Information Web Search  pp91-106

Adriana Huertas-Bustos, Omar López-Vargas, Luis Sanabria-Rodríguez

© Oct 2018 Volume 16 Issue 2, Editor: Rikke Ørngreen and Karin Levinsen, pp79 - 106

Look inside Download PDF (free)

Abstract

Abstract: The objective of the research was to determine the effect that a metacognitive scaffolding for Web information searches exercises on the development oh school students, through a general chemistry course in a blended learning modality. One hundred and four students from a school of the city of Bogotá D.C.‑Colombia participated in the study. The research followed a quasi‑experimental design with a pretest and posttest. Three tenth‑grade groups, previously established, worked with a b‑learning environment with three versions: the first group worked with a fixed scaffolding, the second with an optional scaffolding, and the third group interacted with a b‑learning environment without any type of scaffolding whatsoever. The Metacognitive Awareness Inventory (MAI) test was used to measure metacognitive abilities before and after data treatment. To analyze the data, a Multivariate Analysis of Covariance (MANCOVA) was conducted, which showed that the fixed scaffolding favors the development of metacognitive abilities, especially those related to procedural knowledge, planning, organization, monitoring, and evaluation. This tool, possibly based on the analysis and reflection of their own performance in task development, allowed students to consolidate structured strategies in Web information searches. In contrast, the use of the optional scaffolding did not exhibit the expected results since it was not used by a high percentage of students. These findings, among others, are discussed in the study.

 

Keywords: Scaffolding, information search, metacognitive ability, b-learning environment, secondary education.

 

Share |

Journal Issue

Volume 16 Issue 2 / Oct 2018  pp79‑106

Editor: Rikke Ørngreen, Karin Levinsen

View Contents Download PDF (free)

Keywords: Thesis, higher education, blended supervision, quality improvement, Scaffolding, information search, metacognitive ability, b-learning environment, secondary education

 

Share |