Self-regulated Fading in On-line Learning

Authors:
Raymond Kemp;Elizabeth Kemp;Elisabeth Todd
Affiliations:
School of Engineering and Advanced Technology, Massey University, New Zealand;School of Engineering and Advanced Technology, Massey University, New Zealand;School of Engineering and Advanced Technology, Massey University, New Zealand
Venue:
Proceedings of the 2009 conference on Artificial Intelligence in Education: Building Learning Systems that Care: From Knowledge Representation to Affective Modelling
Year:
2009

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Abstract

Self-regulation and scaffolding are two important techniques for improving student performance in on-line learning systems. An experiment was carried out to see whether students could effectively regulate their own scaffolding and fading when using a system for improving their understanding of OO programming. During the learning phase, students were given the opportunity of either controlling their fading, or using all the support available to carry out the tasks. In a subsequent test phase, when all scaffolding was removed, students who had regulated their use of fading performed significantly better than those who had practised with all the scaffolding turned on.