The effectiveness of using procedural scaffoldings in a paper-plus-smartphone collaborative learning context
Computers & Education Volume 59, Number 2, ISSN 0360-1315 Publisher: Elsevier Ltd
The purpose of this study was to evaluate the effectiveness of using procedural scaffoldings in fostering students’ group discourse levels and learning outcomes in a paper-plus-smartphone collaborative learning context. All participants used built-in camera smartphones to learn new knowledge by scanning Quick Response (QR) codes, a type of two-dimensional barcode, embedded in paper-based learning materials in this study. Sixty undergraduate and graduate students enrolled at a four-year university in southern Taiwan participated in this study. Participants were randomly assigned into two different groups, using procedural scaffoldings learning and non-procedural scaffoldings learning. The learning unit about the Long Tail, an important concept used in products sales, was the learning task that participants were expected to complete. During the experiment, pretest–posttest and the completed group worksheets were used to collect data. The researchers applied content analyses, chi-square test, t-test, and ANCOVA to answer research questions. The findings indicated that participants in the experimental group using procedural scaffoldings achieved better learning outcomes than their counterparts in the control group in terms of group discourse levels, group learning, and individual learning.
Huang, H.W., Wu, C.W. & Chen, N.S. (2012). The effectiveness of using procedural scaffoldings in a paper-plus-smartphone collaborative learning context. Computers & Education, 59(2), 250-259. Elsevier Ltd.
- Control Groups
- Cooperative learning
- Cooperative/collaborative learning
- Experimental Groups
- Foreign Countries
- Graduate students
- improving classroom teaching
- Outcomes of Education
- Pretests Posttests
- Program Effectiveness
- Scaffolding (Teaching Technique)
- Statistical Analysis
- Teaching/Learning Strategies
- undergraduate students
Cited ByView References & Citations Map
Jeongmin LEE & Boram Cho, Ewha womans university, Korea (South); Yeonji Jung, Ewha Womans University, Korea (South)
EdMedia + Innovate Learning 2015 (Jun 22, 2015) pp. 627–634
Art Bangert, Montana State University, United States; Mohammed Almahfud, King Kahlid University, Saudi Arabia
Society for Information Technology & Teacher Education International Conference 2014 (Mar 17, 2014) pp. 1622–1627
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