Applications and categorization of software-based scaffolding
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Winnips, K. & McLoughlin, C. (2000). Applications and categorization of software-based scaffolding. In J. Bourdeau & R. Heller (Eds.), Proceedings of World Conference on Educational Multimedia, Hypermedia and Telecommunications 2000 (pp. 1798-1799). Chesapeake, VA: AACE.
Retrieved from http://www.editlib.org/p/16486.
World Conference on Educational Multimedia, Hypermedia and Telecommunications (EDMEDIA) 2000
Jacqueline Bourdeau & Rachelle Heller
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The increasing popularity of computer-based learning environments, combined with a need for time-flexible and self-reliant learning, has caused an increase in the demand for scaffolding embedded in instructional software environments (see for example Acovelli & Gamble, 1997; Guzdial & Kehoe, 1998; Tabak & Reiser, 1997; Rada & Yazdani, 1998). The aim of software-based scaffolding is to provide some of the same kinds of support a teacher could provide in a classroom setting, but now in a computer-based learning environment. In this setting it is assumed that face-to-face contact between student and teacher is reduced or impossible. Software scaffolding can be defined by the following three characteristics (Guzdial, 1995, Zhao, 1997, Winnips, 1998): - Modeling: the desired behavior is modeled by providing a kind of structure, communicating what is desired, or presentation of an expert model. - Support is given to the learner so that the learner can perform a task independently. - Fading takes place so that students become self-reliant.
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