Scaffolding Self-regulated Learning and Metacognition – Implications for the Design of Computer-based Scaffolds

By Roger Azevedo, Allyson Fiona Hadwin. 2005

635 citations recorded by the source corpus.

Subfields: Artificial Intelligence, Computer Science Applications, Developmental and Educational Psychology

View Paper: https://www.semanticscholar.org/paper/7f71fecdfd0684551ed7e311fbe6484f930293ee

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In Artificial Intelligence

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In Developmental and Educational Psychology

Citations in the corpus

The effects of scaffolding in the classroom: support contingency and student independent working time in relation to student achievement, task effort and appreciation of support (2015, methodology): “The metaphor of scaffolding is derived from mother–child observations and has been applied to many other contexts, such as computer environments (Azevedo and Hadwin 2005; Cuevas et al. 2002; Feyzi-Behnagh et al. 2013; Rasku-Puttonen et al. 2003; Simons and Klein 2007), tutoring settings (e.g., Chi…”
The Evolution of Research on Computer-Supported Collaborative Learning (2009, background): “Recent studies have put effort into designing computerbased scaffolds for self-regulated learning (Azevedo & Hadwin, 2005).”
Scaffolding genre knowledge and metacognition: Insights from an L2 doctoral research writing course (2018, positive): “…beyond reflections: we used a metaphor (the writing territory) and a visualization, but metacognitive scaffolds could take many forms, depending on the focus (Azevedo & Hadwin, 2005): short verbalizations, lists, portfolios, video presentations, guided class discussions, and reflective dialogues.”
Using multiple, contextualized data sources to measure learners’ perceptions of their self-regulated learning (2015, background): “Scaffolding regulation requires support to be individualized, to target specific aspects and phases of SRL, and to shift as learners’ regulatory competencies develop (Azevedo and Hadwin 2005).”
Addressing complexities in self-regulated learning: a focus on contextual factors, contingencies, and dynamic relations (2015, background): “…and motivation as well as the development of new environments and methods that improve SRL research (Alexander 2008; Azevedo 2005a, 2005b, 2007; Azevedo and Hadwin 2005; Greene and Azevedo 2010; Gress and Hadwin 2010; Järvelä and Hadwin 2013; Molenaar and Järvelä 2014; Perry 2002; Winne and…”
Theoretical, conceptual, methodological, and instructional issues in research on metacognition and self-regulated learning: A discussion (2009, background): “Learning typically involves the use of numerous self-regulatory processes such as planning, knowledge activation, metacognitive monitoring and regulation, and reflection (Azevedo 2009; Azevedo and Hadwin 2005; Graesser et al. 2005; Schraw 2006; Veenman et al. 2006; Zimmerman 2008).”
Understanding Tutor Learning: Knowledge-Building and Knowledge-Telling in Peer Tutors’ Explanations and Questions (2007, background): “Other work has examined embedded questions as scaffolding prompts in computer-based learning environments (Azevedo & Hadwin, 2005; Craig, Sullins, Witherspoon, & Gholson, 2006; Davis, 2003).”
Why is externally-facilitated regulated learning more effective than self-regulated learning with hypermedia? (2008, background): “A human tutor can provide adaptive scaffolding designed to facilitate a student’s use of self-regulatory processes, which may then foster a student’s self-regulation (Azevedo and Hadwin 2005).”
Understanding Complex Systems: Some Core Challenges (2006, background): “This is based on certain as yet unsubstantiated assumptions about students’ ability to deploy the key metacognitive and self-regulatory skills necessary to learn about complex systems in a particular learning context ( Azevedo & Hadwin, 2005 ).”
Learning With Computer-Based Learning Environments: A Literature Review of Computer Self-Efficacy (2009, background): “For example, students’ use of specific SRL processes, such as metacogntive monitoring and prior knowledge activation, is positively associated with their ability to learn with CBLEs (Azevedo et al., 2005).”
Predictors for Student Success in an Online Course (2007, background): “Later studies have put effort into designing computer-based scaffolds for self-regulated learning ( Azevedo & Hadwin, 2005 ).”
A design framework for enhancing engagement in student-centered learning: own it, learn it, and share it (2016, background): “Scaffolding during SCL takes a wide array of strategies including providing discovery questions, peer feedback, architectural solutions, explicit information, and step-by-step instructions (Azevedo and Hadwin 2005; Brush and Saye 2000; Sharma and Hannafin 2007; Weigend 2014).”
The effects of technology use in postsecondary education: A meta-analysis of classroom applications (2014, methodology): “…dispositions of learners, including the nature of students ’ learning goals, their expectations for success, and their causal attributions for learning outcomes in connectionwith the use of cognitive support tools (e.g., Abrami, Bernard, Bures, Borokhovski, & Tamim, 2011; Azevedo & Hadwin, 2005).”
Impact of AI assistance on student agency (2023, background): “Customised learning environments, ranging from fixed to dynamic adaptive scaffolds, enable educators to effectively implement SRL interventions and provide meta-cognitive support (Azevedo & Hadwin, 2005).”
Enhancing socially shared regulation in collaborative learning groups: designing for CSCL regulation tools (2014, background): “One line of research has been developing computer based pedagogical tools to support self-regulated learning (Azevedo and Hadwin 2005; Azevedo et al. 2010; Perry and Winne 2006; Puntambekar and Hübscher 2005).”
When immediate interactive feedback boosts optimization problem solving: A 'human-in-the-loop' approach for solving Capacitated Vehicle Routing Problems (2017, background): “In later research Azevedo and Hadwin (2005) acknowledged the need for adaptive dynamic self-regulatory mechanisms that support scaffolding and planning (e.g. strategic and procedural scaffolds) in learning (Azevedo & Hadwin, 2005).”
Supporting Self-Regulated Learning in Online Learning Environments and MOOCs: A Systematic Review (2018, methodology): “Comparing prompts and no prompts In the first experiment conducted by Bannert and Reimann (2012), cognitive prompts were employed in a hypermedia learning environment. Prompts were provided at different phases of the learning process to support orientation, planning, goal specification, monitoring, ”