A DLS with multiple scaffolds improved achievement and SRL attitudes, with high-achieving students beating traditional teaching but not flipped classroom¶

Claim · All claims
Evidence · 1 study (2 entries) · review r2–r3 · q2
Currency · newest study 2024 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Using a DLS supported with multiple scaffolds led to better learning achievements and more student activity, and students scored higher on planning, self-monitoring, evaluation, reflection, and effort. → Rebecka Rundquist 2024 q2 i? High-achieving students with multiple scaffolds performed significantly better than high-achieving students with traditional teaching, but not significantly differently from those in the flipped classroom. → Rebecka Rundquist 2024 (2)

Evidence¶

Rebecka Rundquist 2024¶

Rebecka Rundquist, Kristina Holmberg, John Rack, Zeynab Mohseni and Italo Masiello. (2024). Use of Learning Analytics in K–12 Mathematics Education: Systematic Scoping Review of the Impact on Teaching and Learning. Journal of Learning Analytics 11(3). https://doi.org/10.18608/jla.2024.8299

q2 · i? · review · r2

The review reports Lin and Yang's (2021) experimental design comparing three classes: multiple scaffolds (SRL, computer supported collaborative learning, group presentation, teacher scaffolding), flipped classroom, and traditional teaching.

"The results show that using a DLS supported with multiple scaffolds can lead to better learning achievements and more student activity. Students also had a more positive attitude towards SRL as they scored higher on planning, self-monitoring, evaluation, reflection, and effort (Lin & Yang, 2021)."

Rebecka Rundquist 2024 (2)¶

Rebecka Rundquist, Kristina Holmberg, John Rack, Zeynab Mohseni and Italo Masiello. (2024). Use of Learning Analytics in K–12 Mathematics Education: Systematic Scoping Review of the Impact on Teaching and Learning. Journal of Learning Analytics 11(3). https://doi.org/10.18608/jla.2024.8299

q2 · i? · review · r3

The review reports the subgroup contrast within Lin and Yang (2021): the scaffolds condition beat traditional teaching among high-achieving students but did not differ significantly from the flipped classroom condition.

"High-achieving students who received multiple scaffolds performed significantly better than the high-achieving students who received traditional teaching, but there were no significant differences between the high-achieving students receiving multiple scaffolds compared to the flipped classroom."

Discussion¶

Related Claims¶

• Formative-assessment-based LA shows positive effects on achievement, motivation, and understanding, with personalized feedback reading time mattering — related
• Guiding analytics for learners can improve mathematics achievement, retention, learning strategies, and reduce math anxiety — related
• Learning paths used for SRL improved accuracy and performance without increasing effort, and tutoring-system benefits required sustained practice — related
• Self-regulated learning improves achievement — a broader claim this one bears on
• Personalized SRL scaffolds showed higher compliance than no and non-personalized scaffolds, linked to better essay scores — related
• Both flipped and AI-enhanced flipped classrooms achieve higher in-class question accuracy than the traditional classroom — related
• Teacher use of LA for DBDM makes DLS use more effective for learning, and teacher support increases student usage — related