Scaffolding is a type of instructional support that helps students to complete a learning task that exceeds their current
ability. Scaffolding plays an important role in augmenting other instructional approaches, such as problem-based learning, and facilitates
gradual shifts of responsibility from the more advanced others to the learner (Belland, et al., 2015). The process through which the
scaffolding support shifts and eventually is removed is called fading. How to properly fade the scaffolds in order to better prepare
students for a real world application task has not been extensively examined, especially with regard to computer-based instruction (CBI),
when there is minimal or no instructor assistance. This study examined the effects of different fading approaches in CBI on students'
post-test performance, cognitive load, and test anxiety. The study population was pre-service teachers who practiced constructing concept
maps based on real instructional scenarios. Two different fading approaches were compared: gradual fading of scaffolds and sudden fading
of scaffolds before an application task. The gradual fading condition presented the students with the fully scaffolded instruction during
the first class session, less scaffolded instruction during the second class session, and no scaffold in their instruction during the
third class session. Students took a post-test with no scaffold during their fourth class session. The sudden fading condition presented
the students with fully scaffolded instruction for class sessions one to three, and removed the scaffolds entirely during their post-test
class session four. It was hypothesized that students who received gradual fading would receive higher post-test scores, and report lower
cognitive load and test anxiety levels during the post-test compared to students who received sudden fading. One hundred and four students
enrolled in six sections of an undergraduate technology course agreed to participate in this study. Class sections were randomly assigned
to either the gradual fading or the sudden fading condition. Data from 58 participants, who attended all four class sessions and
experienced the entire fading progress, were used in the statistical analysis. Students of both conditions received the same direct
instruction and pre-survey before the intervention, and repeated cognitive load surveys and test anxiety surveys during the four class
sessions. Students' post-test scores were recorded to reflect their performance. No significant differences were found between the gradual
and the sudden fading conditions in students' post-test performance, cognitive load levels, and test anxiety levels in each of the four
different class sessions. Additional analyses yielded three findings. First, students in both conditions reported relatively high
cognitive load and test anxiety from their learning experiences. Second, students who received sudden fading reported a significantly
lower cognitive load in class session two compared to that in class session one. Third, students who received sudden fading reported
significantly lower test anxiety during the post-test compared to their previous practice session. The results of the study suggest that
students who received gradual fading did not outperform students who received sudden fading. Fixed scaffolds, in general, do not support
individualized learning and ill-structured problem-solving in CBI. In practice, if fixed scaffolds must be used, sudden fading may be
superior to gradual fading condition in supporting students' access of learning support in complex problem-solving, and in alleviating
their test anxiety through fully scaffolded practices. These results contribute to the understanding and improvement of scaffolding design
in CBI. / A Dissertation submitted to the Department of Educational Psychology and Learning Systems in partial
fulfillment of the Doctor of Philosophy. / Spring Semester 2016. / April 05, 2016. / Includes bibliographical references. / Vanessa Dennen, Professor Directing Dissertation; Jonathan Adams, University Representative;
Fengfeng Ke, Committee Member; James Klein, Committee Member.
| Identifer | oai:union.ndltd.org:fsu.edu/oai:fsu.digital.flvc.org:fsu_360365 |
| Contributors | Hao, Shuang (authoraut), Dennen, Vanessa P. (professor directing dissertation), Adams, Jonathan L. (university representative), Ke, Fengfeng (committee member), Klein, James D. (committee member), Florida State University (degree granting institution), College of Education (degree granting college), Department of Educational Psychology and Learning Systems (degree granting department) |
| Publisher | Florida State University, Florida State University |
| Source Sets | Florida State University |
| Language | English, English |
| Detected Language | English |
| Type | Text, text |
| Format | 1 online resource (200 pages), computer, application/pdf |
| Rights | This Item is protected by copyright and/or related rights. You are free to use this Item in any way that is permitted by the copyright and related rights legislation that applies to your use. For other uses you need to obtain permission from the rights-holder(s). The copyright in theses and dissertations completed at Florida State University is held by the students who author them. |
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