An Adaptive Scaffolding E-Learning System for Middle School Students' Physics Learning

Autor/in	Chen, Ching-Huei
Titel	An Adaptive Scaffolding E-Learning System for Middle School Students' Physics Learning
Quelle	In: Australasian Journal of Educational Technology, 30 (2014) 3, S.342-355 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1449-5554
Schlagwörter	Scaffolding (Teaching Technique); Middle School Students; Science Instruction; Secondary School Science; Physics; Teaching Methods; Student Attitudes; Grade 8; Experimental Groups; Control Groups; Pretests Posttests; Scientific Concepts; Concept Formation; Multiple Choice Tests; Student Motivation; Multimedia Instruction; Statistical Analysis + Suchen Sie Ihr Suchwort? Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Physik; Teaching method; Lehrmethode; Unterrichtsmethode; Schülerverhalten; School year 08; 8. Schuljahr; Schuljahr 08; Concept learning; Begriffsbildung; Multiple choice examinations; Multiple-choice tests, Multiple-choice examinations; Multiple-Choice-Verfahren; Schulische Motivation; Multimediales Lernen; Statistische Analyse
Abstract	This study presents a framework that utilizes cognitive and motivational aspects of learning to design an adaptive scaffolding e-learning system. It addresses scaffolding processes and conditions for designing adaptive scaffolds. The features and effectiveness of this adaptive scaffolding e-learning system are discussed and evaluated. An experiment was conducted within the domain of velocity and acceleration. The results revealed that the adaptive scaffolding system appeals to students and promotes improved performances and motivational outcomes. Specifically, the results suggested that learners with lower levels of knowledge who possessed extrinsic motivation benefited the most from the adaptive scaffolds. The implications of the design guidelines for developing personalized, adaptive scaffolding e-learning systems are discussed, and future research directions are recommended. (As Provided).
Anmerkungen	Australasian Society for Computers in Learning in Tertiary Education. Ascilite Secretariat, P.O. Box 44, Figtree, NSW, Australia. Tel: +61-8-9367-1133; e-mail: info@ascilite.org.au; Web site: http://www.ascilite.org.au/ajet
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10