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Direct linkLópez-Vargas, Omar; Ibáñez-Ibáñez, Jaime; Racines-Prada, Oswaldo – Educational Technology & Society, 2017
The present research's objective is to examine the effects of metacognitive scaffolding and cognitive style in the Field Dependence-Independence (FDI) dimension on cognitive load (CL) and learning achievement (LA) in high school students, when they interact with a hypermedia environment on philosophy (logic). Fifty-four students belonging to two…
Descriptors: High School Students, Metacognition, Cognitive Style, Difficulty Level
Download full textValencia-Vallejo, Nilson; López-Vargas, Omar; Sanabria-Rodríguez, Luis – Journal of Educators Online, 2018
The present research studies the effects of motivational scaffolding that favor self-efficacy and improve learning achievement in students with different cognitive styles in the Field Dependence/Independence (FDI) dimension, when they interact in an e-learning environment on mathematics. The research has an experimental design with two groups and…
Descriptors: Scaffolding (Teaching Technique), Electronic Learning, Self Efficacy, Cognitive Style
Kuo, Fan-Ray; Hwang, Gwo-Jen; Chen, Szu-Chuang; Chen, Sherry Y. – Educational Technology & Society, 2012
Enhancing students' problem-solving abilities has been recognized as an important and challenging issue for technology-enhanced learning. Thus, previous research has attempted to address this issue by developing various mechanisms, among which a cognitive apprenticeship model can particularly enhance students' abilities. However, it is not clear…
Descriptors: Apprenticeships, Cognitive Style, Problem Solving, Cooperative Learning
