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A Comparison of Scaffolding Media in a Learning System for Teaching Web Development
| Content Provider | Semantic Scholar |
|---|---|
| Author | Hall, Richard H. Stark, Sarah Hilgers, Michael G. Chang, Paul B. |
| Copyright Year | 2004 |
| Abstract | The purpose of this experiment was to compare two types of media scaffolds as a part of a learning system for teaching web development. Twenty students were given the task of creating an interactive web page using the web editor Dreamweaver. They used a web-based tutorial to support this task. The tutorial included step-by-step text directions for how to complete the task, which were supplemented by media in the form of graphics for half of the students, and video for the other half. Those whose tutorials included videos performed better and rated the task more positively. In addition, students across both groups spent most of the time completing the task, as compared to viewing the tutorial, particularly the media. There was a strong positive relationship between time spent on the task and previous Dreamweaver experience, and a negative relationship between experience and time spent viewing the text directions. Introduction Rationale Computer-based learning systems and the World Wide Web afford us an opportunity to move education to a new level, both to enrich traditional instruction and to provide instruction at a distance. However, research indicates that much of the promise of these systems has not been realized (Reeves, 2002). There are a number of reasons for this. A primary reason is that little thought or effort goes into design and research before the tools are implemented (Hall, Watkins, & Ercal, 2000). A fundamental characteristic of effective learning environments is that they promote and encourage active learning. Unfortunately, many web-based distance courses, and even elaborate multimedia simulations are simply used to display information. At the same time, research in hypermedia learning systems indicates that it is also very important to provide the learner with some level of guidance (Shin, Schallert, & Savenye, 1994), and this too is often lacking in these web-based systems. Finally, the ineffectiveness of these tools is almost surely partly due to the lack of systematic research (Dillon & Gabbard, 1998). The vast majority of web-based courses and modules have not been pilot tested or evaluated prior to their introduction into the curriculum. In short, the full potential of web-based learning will only be realized through the application of systematic principles of instructional media design and iterative research (Eller, Hall, & Watkins, 2001). Progressive -Scaffolding System The prototype system used for this experiment was guided by two fundamental, and somewhat contrasting, design themes: problem-based interactivity; and progressive scaffolding. In the proposed system, the core of each module is a problem, which requires that the learner actively integrate knowledge from multiple sources and apply basic methods and procedures for its solution. A large body of educational research indicates that learners learn most effectively when they are activity engaged in learning, as opposed to passively reading or listening (Brooks, 1997). Further, problem solving is at the core of meaningful learning. “Progressive scaffolding” is the term we use to refer to a systematic method of providing learners with an optimal level of guidance (Hall, Watkins, & Eller, 2003). The system is designed in such a way that supporting materials are offered in a progressive fashion, from the most general and minimal guidance to the most specific and detailed. It is then up to the learner to select the tool at the necessary level for problem solution. |
| Starting Page | 1906 |
| Ending Page | 1913 |
| Page Count | 8 |
| File Format | PDF HTM / HTML |
| Volume Number | 2004 |
| Alternate Webpage(s) | https://lite.mst.edu/media/research/ctel/documents/elearn_2004_scaffold.pdf |
| Language | English |
| Access Restriction | Open |
| Content Type | Text |
| Resource Type | Article |
