Academic achievement in hypermedia environments, scaffolding self-regulated learning and cognitive style; Logro de aprendizaje en ambientes hipermediales: Andamiaje autorregulador y estilo cognitivo

Abstract

This study examines high school students' academic achievement during their interaction with a hypermedia environment to learn geometric transformations in the plane, under two contrasting conditions: (1) presence or absence, in the software, of a scaffold for self-regulated learning and (2) individual work or working in pairs. The interaction between each condition and the students' cognitive style, in the field dependent-independent dimension, was examined. The software was especially designed for the study. Participants werel28 tenth students from 4 class groups at a public school in Bogotá, Colombia. An ANCOVA analysis was performed, which showed significant and positive main effects on academic achievement by the presence of scaffolding, field independence and individual work. Another significantinteraction indicates that, in the presence of a scaffold for self-regulated learning, achievement differences between cognitive style subgroups disappear. Results are promising regarding the potential use of self - regulators scaffolding to support, eguitably,learning in coputing enviroments.

Keywords

Author Keywords

academic achievement Self-regulated learning Cognitive style social learning Hypermedia Pedagogical scaffolding

Index Keywords

Author Affiliations

Universidad Pedagógica Nacional, Bogota, Bogota, Colombia

Funding & Acknowledgements

No funding information

References 10 References

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Academic achievement in hypermedia environments, scaffolding self-regulated learning and cognitive style; Logro de aprendizaje en ambientes hipermediales: Andamiaje autorregulador y estilo cognitivo

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