Abstract
The object of the present research is to study the effects of a metacognitive scaffolding on metacognition, academic self-efficacy, and learning achievement in students with different cognitive styles in the Field Dependence-Independence (FDI) dimension when learning math content in an e-learning environment. Sixty-seven (67) students of higher education from a public university of Bogotá, Colombia participated in the study. The research has an experimental design with two groups and posttest. One group of students interacted with an e-learning environment, which includes within its structure a metacognitive scaffolding. The other group interacted with an environment without scaffolding. Findings show that the scaffolding promotes significant differences in metacognitive ability, academic self-efficacy, and learning achievement. Similarly, the data show that students with different cognitive styles achieve equivalent learning outcomes.
Highlights
During the last decades, Web-based learning environments have been frequently used in different levels and modalities of education to boost teaching-learning processes (Kazu & Demirkol, 2014)
In the field dependenceindependence -Field Dependence-Independence (FDI)- dimension, studies discuss these results (Alomyan, 2004; Chen & Macredie, 2002; Handal & Herrington, 2004; López-Vargas, Hederich-Martinez, & Camargo-Uribe, 2011), evidencing that field dependent novices exhibit some difficulties in successfully interacting with Web environments; while their field independent classmates are more effective when interacting with computational environments (Archer, 2003; Hsu & Dwyer, 2004; Palmquist & Kim, 2000)
The results show statistically significant differences in learning achievements (F (2, 31) = 3.818, p= 0.03, η2=.19) between students with different cognitive styles in the FDI dimension that interact with the version of the e-learning environment without scaffolding
Summary
Web-based learning environments have been frequently used in different levels and modalities of education to boost teaching-learning processes (Kazu & Demirkol, 2014). In the field dependenceindependence -FDI- dimension, studies discuss these results (Alomyan, 2004; Chen & Macredie, 2002; Handal & Herrington, 2004; López-Vargas, Hederich-Martinez, & Camargo-Uribe, 2011), evidencing that field dependent novices exhibit some difficulties in successfully interacting with Web environments; while their field independent classmates are more effective when interacting with computational environments (Archer, 2003; Hsu & Dwyer, 2004; Palmquist & Kim, 2000). Activities like browsing freely, controlling one’s own learning process, and analyzing the information presented in the computational scenarios are tasks that can present some degree of complexity for field dependent novices (Alomyan, 2004; Chen & Macredie, 2002)
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