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A review of constructivist learning methods with supporting tooling in ict higher education: Defining different types of scaffolding

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dc.contributor.author Melero Gallardo, Javier
dc.contributor.author Hernández Leo, Davinia
dc.contributor.author Blat, Josep
dc.date.accessioned 2016-04-14T11:45:22Z
dc.date.available 2016-04-14T11:45:22Z
dc.date.issued 2012
dc.identifier.citation Melero J, Hernández-Leo D, Blat J. A review of constructivist learning methods with supporting tooling in ICT higher education: Defining different types of scaffolding. J Univers. Comput Sci. 2012;18(16):2334-2360 DOI:10.3217/jucs-018-16-2334
dc.identifier.issn 0948-695X
dc.identifier.uri http://hdl.handle.net/10230/26089
dc.description.abstract Information and Communication Technology (ICT) engineering education is facing/na decreasing interest by students. To deal with this issue, a need for shifting from traditional/nlearning approaches to constructivist methods has been identified. Several pedagogical/nmethodologies based on social and constructivist theories are being applied to engage students/nin ICT education. This paper presents a literature review of studies carried out from 2000 to/n2010 that have applied constructivist learning methods with supportive tools to specific ICT/nareas. From the analysis of the literature review this paper identifies the most representative/nconstructivist learning methods within the field of ICT education. In particular, we pay/nattention to the educational tooling used to support the learning process and the learning/nbenefits of applying such methods. The analysis also reveals that different combinations of/nguidance approaches and tooling implementations are often adopted to scaffold the learning/nprocess. With the aim of understanding to what extent and how scaffolding is present in the/nstudied learning scenarios, this document proposes a definition of different types of scaffolding/ntechniques. Namely: social-guidance and system-guidance scaffolding, depending on whether/nan individual or a tool is the responsible for providing support to students; macro-scaffolding/nwhen pedagogical methods define activity flows, or micro-scaffolding when the support is/nprovided to perform specific actions within activities; and tool-enveloped scaffolding, when a/ngeneric tool such a learning management system scaffolds the learning process by the/nintegration of different supportive tools, and tool-embedded scaffolding when the scaffolding is/napplied within a specific-purpose tooling.
dc.description.sponsorship This research has been partially funded by the Spanish Ministry of Science and/nInnovation in the Learn3 project (TIN2008-05163/TSI) and the EEE Project/n(TIN2011-28308-C03-03).
dc.format.mimetype application/pdf
dc.language.iso eng
dc.publisher Graz University of Technology. Institut für Informationssysteme und Computer Medien (IICM)
dc.relation.ispartof J Univers. Comput Sci. 2012;18((16):2334-2360.
dc.rights © J.UCS
dc.title A review of constructivist learning methods with supporting tooling in ict higher education: Defining different types of scaffolding
dc.type info:eu-repo/semantics/article
dc.identifier.doi http://dx.doi.org/10.3217/jucs-018-16-2334
dc.subject.keyword Literature Review
dc.subject.keyword ICT engineering education
dc.subject.keyword Teaching and learning strategies
dc.subject.keyword Constructivism
dc.subject.keyword Scaffolding
dc.relation.projectID info:eu-repo/grantAgreement/ES/3PN/TIN2008-05163
dc.relation.projectID info:eu-repo/grantAgreement/ES/3PN/TIN2011-28308-C03-03
dc.rights.accessRights info:eu-repo/semantics/openAccess
dc.type.version info:eu-repo/semantics/publishedVersion


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