Knowledge Management & E-Learning: An International Journal (Mar 2019)

Effect of a metacognitive scaffolding on self-efficacy, metacognition, and achievement in e-learning environments

  • Nilson Valencia-Vallejo,
  • Omar López-Vargas,
  • Luis Sanabria-Rodríguez

DOI
https://doi.org/10.34105/j.kmel.2019.11.001
Journal volume & issue
Vol. 11, no. 1
pp. 1 – 19

Abstract

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The object of the present research is to study the effects of a metacognitive scaffolding on metacognition, academic self-efficacy, and learning achievement in students with different cognitive styles in the Field Dependence-Independence (FDI) dimension when learning math content in an e-learning environment. Sixty-seven (67) students of higher education from a public university of Bogotá, Colombia participated in the study. The research has an experimental design with two groups and posttest. One group of students interacted with an e-learning environment, which includes within its structure a metacognitive scaffolding. The other group interacted with an environment without scaffolding. Findings show that the scaffolding promotes significant differences in metacognitive ability, academic self-efficacy, and learning achievement. Similarly, the data show that students with different cognitive styles achieve equivalent learning outcomes.