Synergy: A Complement to Emerging Patterns of Distributed Scaffolding

Tabak, Iris

doi:10.1207/s15327809jls1303_3

Cited by 229 publications

(110 citation statements)

References 36 publications

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“…Here, domain-specific content serves as a knowledge resource that may or may not be accessed and used for problem solving. At the lowest level, no additional content-related support may be offered at all while students are learning with a CSCL script (Haake and Pfister 2010).Ideally, scaffolding targeted at different aspects, such as a collaboration script supporting learners' activities and content-related scaffolding supporting the application of domain-specific knowledge, amplifies each other's effectiveness; that is, they constitute what has been called Bsynergistic scaffolding^ (Tabak 2004). Only a few studies directly compared the effect of the combination of CSCL scripts and additional content-related support in a two-by-two factorial design (e.g., Ertl et al 2008).…”

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confidence: 99%

Socio-Cognitive Scaffolding with Computer-Supported Collaboration Scripts: a Meta-Analysis

et al. 2016

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Scripts for computer-supported collaborative learning (CSCL) offer socio-cognitive scaffolding for learners to engage in collaborative activities that are considered beneficial for learning. Yet, CSCL scripts are often criticized for hampering naturally emerging collaboration. Research on the effectiveness of CSCL scripts has shown divergent results. This article reports a meta-analysis about the effects of CSCL scripts on domain-specific knowledge and collaboration skills. Results indicate that CSCL scripts as a kind of socio-cognitive scaffolding can enhance learning outcomes substantially. Learning with CSCL scripts leads to a small positive effect on domain-specific knowledge (d = 0.20) and a large positive effect on collaboration skills (d = 0.95) compared to unstructured CSCL. Further analyses reveal that CSCL scripts are particularly effective for domain-specific learning when they prompt transactive activities (i.e., activities in which a learner's reasoning builds on the contribution of a learning partner) and when they are combined with additional content-specific scaffolding (worked examples, concept maps, etc.). Future research on CSCL scripts should include measures of learners' internal scripts (i.e., prior collaboration skills) and the transactivity of the actual learning process.Keywords Collaboration scripts . Collaboration skills . Computer-supported collaborative learning . Domain-specific knowledge . Socio-cognitive scaffolding . TransactivityResearch on computer-supported collaborative learning (CSCL) deals with the question how digital technologies can be used to help groups of learners collaborate on a high level Educ Psychol Rev (2017) University of Augsburg, Universitätsstr. 10, 86159 Augsburg, Germany (Koschmann 1996). A high level of collaboration is reached when groups of learners engage in certain socio-cognitive activities such as explaining (Webb et al. 2009), questioning (King 1998), or arguing (Andriessen, Baker, andSuthers 2003). Through an engagement in such activities, students are assumed to acquire both domain-specific knowledge (i.e., knowledge about the topic that is discussed within the group) and cross-domain skills such as collaboration skills or argumentation skills. In short, collaborative learning is credited for its high potential to facilitate learners' cognitive development (Mugny and Doise 1978;Schwarz and Linchevski 2007). However, as prior research on collaborative learning-both in face-to-face and in computer-mediated settings-has shown, learners often have difficulties engaging spontaneously in beneficial collaborative learning activities (Cohen 1994;Kuhn, Shaw, and Felton 1997). In this article, the term Bunstructured collaboration^is used to refer to such situations in which learners are not supported with respect to their collaborative learning activities.To overcome these problems, learners can be supported by means of socio-cognitive scaffolding that guides them through collaborative activities that enhance learning. In computer-supported lea...

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confidence: 99%

Socio-Cognitive Scaffolding with Computer-Supported Collaboration Scripts: a Meta-Analysis

et al. 2016

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“…Puntambekar and Kolodner (2005) use the term distributed scaffolding to describe instructional designs that include guidance from multiple providers (e.g., the software and the teacher). Distributed scaffolding can follow one of three different patterns (Tabak, 2004). The first pattern is a differentiated scaffold.…”

Section: Direct Presentation Of Informationmentioning

confidence: 99%

“…The analysis of the distribution of guidance revolved around the interaction of guidance provided by different sources and the temporal properties of the guidance (Puntambekar & Kolodner, 2005;Tabak, 2004). We examined the interaction of the simulation's guiding elements with the teachers' guiding actions and vice versa, also considering the learning need that each guiding element or action supports.…”

Section: Analysis Of the Distribution Of The Guidance Provided By Difmentioning

confidence: 99%

Guidance Provided by Teacher and Simulation for Inquiry-Based Learning: a Case Study

Lehtinen

Viiri

2016

J Sci Educ Technol

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“…The term "distributed" here referred to the distribution across different lessons, agents and scaffolds (cf. Tabak, 2004); "layered" to the fact that scaffolding characteristics such as diagnosis and responsiveness not only happen in teacher-student interactions in the classroom but also between lessons (e.g., responses to diagnoses in lesson planning); "cumulative" referred to the phenomenon that it typically takes many diagnoses and responsive actions by the teacher, in this case to establish a norm.…”

Section: Scaffoldingmentioning

confidence: 99%

“…As the teacher rotated between groups to check on their progress and probe their thinking, she stopped the class occasionally to remind them that she expected everyone to be contributing (illustrating Tabak's, 2004, 'redundant scaffolding'). Norms require long-term development with ongoing support; therefore, students needed to be reminded regularly of expectations.…”

Section: Billmentioning

confidence: 99%

Scaffolding norms of argumentation-based inquiry in a primary mathematics classroom

Makar

Bakker

Ben‐Zvi

2015

ZDM Mathematics Education

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Synergy: A Complement to Emerging Patterns of Distributed Scaffolding

Cited by 229 publications

References 36 publications

Socio-Cognitive Scaffolding with Computer-Supported Collaboration Scripts: a Meta-Analysis

Socio-Cognitive Scaffolding with Computer-Supported Collaboration Scripts: a Meta-Analysis

Guidance Provided by Teacher and Simulation for Inquiry-Based Learning: a Case Study

Scaffolding norms of argumentation-based inquiry in a primary mathematics classroom

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