You are here:

The Use of Embedded Scaffolds with Hypermedia-Supported Student-Centered Learning Article

, Auburn University, United States ; , Arizona State University, United States

Journal of Educational Multimedia and Hypermedia Volume 10, Number 4, ISSN 1055-8896 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC USA

Abstract

There is growing evidence that student-centered learning activities promote the development of higher-order skills such as critical thinking and problem solving. However, there are difficulties associated with supporting student-centered learning. These problems have led to the proposal that additional aids, or scaffolds, are needed to assist students engaged in this type of learning. Scaffolds are tools, strategies, and guides, which support students in attaining a higher level of understanding; one that would be impossible if students worked on their own.

Although there are many descriptive discussions and reports outlining how scaffolds have been used, there is little empirical research dealing with the types of scaffolds needed for student-centered learning activities or how students use scaffolds to support the tasks they need to accomplish. The purpose of this article is twofold. First, the types of scaffolds embedded into Decision Point!, a hypermedia database dealing with the African-American civil rights movement is described. These scaffolds were designed to support students in a research activity using the database as a resource. Second, how the scaffolds were used to complete the activity are discussed, and the types of scaffolds that were most successful at assisting students with gathering and synthesizing information available in the database, and with assisting with group self-regulation are explored.

Citation

Saye, J. & Brush, T. (2001). The Use of Embedded Scaffolds with Hypermedia-Supported Student-Centered Learning. Journal of Educational Multimedia and Hypermedia, 10(4), 333-356. Norfolk, VA: Association for the Advancement of Computing in Education (AACE). Retrieved September 21, 2018 from .

Keywords

View References & Citations Map

Cited By

  1. Guidelines for Using Technology to Prepare Social Studies Teachers

    David Hicks, Virginia Tech, United States; John K. Lee, North Carolina State University, United States; Michael Berson, University of South Florida, United States; Cheryl Bolick, University of North Carolina at Chapel Hill, United States; Richard Diem, The University of Texas at San Antonio, United States

    Contemporary Issues in Technology and Teacher Education Vol. 14, No. 4 (December 2014) pp. 433–450

  2. The Effectiveness of Screencasts and Cognitive Tools as Scaffolding for Novice Object-Oriented Programmers

    Mark J. W. Lee & Sunam Pradhan, University of Ballarat, Australia; Barney Dalgarno, Charles Sturt University, Australia

    Journal of Information Technology Education: Research Vol. 7 (Jan 01, 2008) pp. 61–80

  3. Investigating the Use of Learning Objects for Secondary School Mathematics

    Robin Kay & Liesel Knaack, University of Ontario Institute of Technology, Canada

    Interdisciplinary Journal of E-Learning and Learning Objects Vol. 4, No. 1 (Jan 01, 2008) pp. 269–289

  4. The PBL-TECH Project: Web-Based Tools and Resources to Support Problem-Based Learning in Pre-Service Teacher Education

    Thomas Brush, Krista Glazewski & Anne Ottenbreit-Leftwich, Indiana University, United States; John Saye, Auburn University, United States; Zhizhen Zhang, Beijing Normal University, China; Sungwon Shin, Indiana University, United States

    Society for Information Technology & Teacher Education International Conference 2013 (Mar 25, 2013) pp. 3841–3849

  5. Exploring the impact of learning objects in middle school mathematics and science classrooms: A formative analysis

    Robin Kay & Liesel Knaack, University Of Ontario Institute Of Technology

    Canadian Journal of Learning and Technology / La revue canadienne de l’apprentissage et de la technologie Vol. 34, No. 1 (Dec 31, 2008)

  6. The Relationship between Two Types of Student Learning Outcomes in Student-Created Digital Media Projects in Sixth Grade History

    Curby Alexander, University of Illinois at Springfield, United States

    Society for Information Technology & Teacher Education International Conference 2010 (Mar 29, 2010) pp. 3664–3669

  7. A Formative Analysis of Instructional Strategies for Using Learning Objects

    Robin Kay, Liesel Knaack & Bill Muirhead, University of Ontario Institute of Technology, Canada

    Journal of Interactive Learning Research Vol. 20, No. 3 (July 2009) pp. 295–315

  8. Integrative Motivation Development:: Key to Increasing ESL Online Learning Effectiveness

    Larry Bright & Wen-Chi Vivian Wu, The University of South Dakota, United States

    E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2006 (October 2006) pp. 2507–2514

  9. The Effects of Integrating E-learning into the Direct-instruction Model

    Yu-Chu Yeh, Institute of Teacher Education, National Chengchi University, Taiwan; Li-Chuan Lin, Taipei Jingwen High School, Taiwan; Kai-Ming Huang & Chi-Che Lin, National Chengchi University, Taiwan; Yueh-Yin Peng, NationalChengchi University, Taiwan

    E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2006 (October 2006) pp. 1539–1543

  10. Learning Life Sciences: Design and Development of a Virtual Molecular Biology Learning Lab

    Joerg Zumbach & Stefanie Schmitt, University of Heidelberg, Germany; Peter Reimann, University of Sydney, Australia; Philipp Starkloff, University of Heidelberg, Germany

    Journal of Computers in Mathematics and Science Teaching Vol. 25, No. 3 (July 2006) pp. 281–300

  11. Researching a MUVE for teaching writing: The Anytown Experience

    Scott Warren, Indiana University-Bloomington, United States

    Society for Information Technology & Teacher Education International Conference 2006 (Mar 19, 2006) pp. 759–764

  12. The Role of Goal Structure in Undergraduates’ Use of Self-Regulatory Variables in Two Hypermedia Learning Tasks

    Daniel Moos & Roger Azevedo, University of Maryland, United States

    Journal of Educational Multimedia and Hypermedia Vol. 15, No. 1 (January 2006) pp. 49–86

  13. Perceptions of Planning, Implementing and Evaluating Long-Term, Student-Chosen, Technology-Enhanced, Problem-Based Learning Units: Teacher Strategies and Student Experiences

    Anne Ottenbreit-Leftwich, Krista Simons & Peg Ertmer, Purdue University, United States

    Society for Information Technology & Teacher Education International Conference 2005 (2005) pp. 986–988

These links are based on references which have been extracted automatically and may have some errors. If you see a mistake, please contact info@learntechlib.org.