Scaffolding effectiveness depends on knowledge base: high-guidance scaffolding suits less advanced learners, high-self-regulation scaffolding suits advanced learners¶

Claim · All claims
Evidence · 1 study · quant-synthesis r3 · q3
Currency · newest study 2020 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? Scaffolding types providing high levels of guidance are more effective for less advanced learners, whereas scaffolding types relying on high levels of self-regulation are more effective for advanced learners. → Olga Chernikova 2020

Evidence¶

Olga Chernikova 2020¶

Olga Chernikova, Nicole Heitzmann, Maximilian Christian Fink, Venance Timothy, Tina Seidel, Frank Fischer, DFG Research group COSIMA. (2020). Facilitating Diagnostic Competences in Higher Education—a Meta-Analysis in Medical and Teacher Education. Educational Psychology Review. https://doi.org/10.1007/s10648-019-09492-2

q3 · i? · quant-synthesis · r3

Meta-analytic moderator analysis comparing scaffolding types positioned on a self-regulation continuum against learners' coded professional knowledge base (low vs. high). The abstract reports the direction of the interaction; no separate effect size for this moderator is printed in the supplied text.

"Scaffolding types providing high levels of guidance are more effective for less advanced learners, whereas scaffolding types relying on high levels of self-regulation are more effective for advanced learners."

Discussion¶

Related Claims¶

• Minimal guidance is less effective for novices than explicit instruction — a broader claim this one bears on
• In Experiment 2, the heuristic worked examples condition significantly affected socio-discursive MAS, with maximal worked examples descriptively best and no significant post-hoc differences — related
• Self-regulated learning improves achievement — related
• Instructional guidance that helps novices can become redundant or counterproductive as expertise grows. — a broader claim this one bears on
• Blended implementation models matched to learner skill level: high-touch blended for lowest-skilled learners, online courses for more advanced students — related
• Teacher Guided Inquiry Outperforms Student Led — related
• Instructional support has a moderate positive effect on diagnostic competences in higher education (g = 0.39)