The Use of Embedded Scaffolds with Hypermedia-Supported Student-Centered Learning

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Saye, J. & Brush, T. (2001). The Use of Embedded Scaffolds with Hypermedia-Supported Student-Centered Learning. Journal of Educational Multimedia and Hypermedia, 10(4), 333-356. Norfolk, VA: AACE.
Retrieved from http://www.editlib.org/p/8439.

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Journal Information

Journal of Educational Multimedia and Hypermedia
ISSN 1055-8896
Volume 10, Issue 4, 2001
Association for the Advancement of Computing in Education (AACE)  Norfolk, VA

More Information on JEMH

Authors

John Saye, Auburn University, USA; Thomas Brush, Arizona State University, USA

Abstract

There is growing evidence that student-centered learning activities promote the development of higher-order skills such as critical thinking and problem solving. However, there are difficulties associated with supporting student-centered learning. These problems have led to the proposal that additional aids, or scaffolds, are needed to assist students engaged in this type of learning. Scaffolds are tools, strategies, and guides, which support students in attaining a higher level of understanding; one that would be impossible if students worked on their own. Although there are many descriptive discussions and reports outlining how scaffolds have been used, there is little empirical research dealing with the types of scaffolds needed for student-centered learning activities or how students use scaffolds to support the tasks they need to accomplish. The purpose of this article is twofold. First, the types of scaffolds embedded into Decision Point!, a hypermedia database dealing with the African-American civil rights movement is described. These scaffolds were designed to support students in a research activity using the database as a resource. Second, how the scaffolds were used to complete the activity are discussed, and the types of scaffolds that were most successful at assisting students with gathering and synthesizing information available in the database, and with assisting with group self-regulation are explored.

Keywords

• Race
• Students
• Databases

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