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 t...

Sound is inherently a temporal and sequential signal. Experience with sound therefore may help bootstrap—that is, provide a kind of “scaffolding” for—the development of general cognitive abilities related to representing temporal or sequential patterns. Accordingly, the absence of sound early in development may result in disturbances to these sequencing skills. In support of this hypothesis, we...

Sociocultural constructivism assumes that a learner’s capacity for intellectual growth increases with the presence of scaffolding or support during interaction. Moreover, from participating in dialogic interaction, there is appropriation of the knowledge shared and jointly created by learners which could transform individual understandings. Hence, interactions are opportunities for scaffolding ...

In our research, we seek to understand how we can effectively help learners to interpret and apply expert cases through software-realized scaffolding designed to augment the teachers’ modeling and coaching in a cognitive apprenticeship. We also seek to understand if exposure to the software’s detailed scaffolding will result in better performance and learning of targeted skills, and if so, what...

Research in the field of vocabulary learning has shown that child L2 learners need to meet words again and again in new contexts in order to expand and deepen their word knowledge. In an instructional setting, cognitive processing is enhanced not only by the interplay between language use and metalinguistic reflection during classroom interaction but also by the activation and articulation of d...

Razzaq and Heffernan (2006) showed that scaffolding compared to hints on demand in an intelligent tutoring system could lead to higher averages on a middle school mathematics post-test. There were significant differences in performance by condition on individual items. For an item that proved to be difficult for all of the students on the pretest, an ANOVA showed that scaffolding helped signifi...

This study explored the autonomy of advanced English as a Foreign Language (EFL) learners in reading comprehension through scaffolding and jigsaw in computer-assisted and conventional contexts. After being homogenized through the reading section of DIALANG proficiency test, a total of 80 female advanced EFL learners with the age range of 21 to 45 were selected as the participants of the study. ...