Affiliation:
1. Faculty of Artificial Intelligence in Education, Central China Normal University, Wuhan 430079, China
Abstract
Scaffolding is widely used in online learning; however, it is unclear whether scaffolding can effectively enhance students’ online learning performance. To evaluate its effectiveness, we conducted a meta-analysis that included 83 effects sizes from 32 articles published between 2011 and 2021. The findings demonstrated that scaffolding had a significant role in improving students’ online learning performance with an overall effect size of 0.53. In addition, we analyzed the effects of five moderator variables to gain insights into how scaffolding affects students’ online learning performance under different conditions. The discipline, learning outcome type, and scaffolding type were identified as significant moderators. It is expected that the research results will guide teachers to design online scaffolding strategies and improve students’ online learning performance.
Funder
Collaborative Innovation Center for Informatization and Balanced Development of K-12 Education by MOE and Hubei Province
Fundamental Research Funds for the Central Universities
Subject
Public Administration,Developmental and Educational Psychology,Education,Computer Science Applications,Computer Science (miscellaneous),Physical Therapy, Sports Therapy and Rehabilitation
Cited by
2 articles.
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