The role of affordances and motives in explaining how and why students use computer-based scaffolds

Brian R. Belland, Joel Drake, Zhiying Liu

Research output: Chapter in Book/Report/Conference proceedingConference contribution

4 Scopus citations

Abstract

Scaffolds can be defined as tools that help students meaningfully participate in and gain skill at tasks that are beyond their unassisted abilities. However, the term scaffold is often used atheoretically, resulting in poor understanding of how and why students use computer-based scaffolds. In this paper, we reconnect the term scaffold to the socio-cultural theory that undergirds it and use that theory to explain how students use computer-based scaffolds. In particular, we examine the idea that affordances and motives drive student use of scaffolds. This framework has important implications for instructional design and scaffold research.

Original languageEnglish (US)
Title of host publicationProceedings of the 2011 11th IEEE International Conference on Advanced Learning Technologies, ICALT 2011
Pages529-531
Number of pages3
DOIs
StatePublished - Sep 19 2011
Event2011 11th IEEE International Conference on Advanced Learning Technologies, ICALT 2011 - Athens, GA, United States
Duration: Jul 6 2011Jul 8 2011

Publication series

NameProceedings of the 2011 11th IEEE International Conference on Advanced Learning Technologies, ICALT 2011

Conference

Conference2011 11th IEEE International Conference on Advanced Learning Technologies, ICALT 2011
Country/TerritoryUnited States
CityAthens, GA
Period7/6/117/8/11

All Science Journal Classification (ASJC) codes

  • Software
  • Education

Fingerprint

Dive into the research topics of 'The role of affordances and motives in explaining how and why students use computer-based scaffolds'. Together they form a unique fingerprint.

Cite this