Scaffolding student teachers' information-seeking behaviours with a network-based tutoring system

Eric POITRAS, Zachary MAYNE, Lingyun HUANG, Laurel UDY, Susanne LAJOIE

Research output: Contribution to journalArticlespeer-review

10 Citations (Scopus)

Abstract

Student teachers' instructional planning requires them to regulate certain aspects of their own learning while designing lessons. The aim of this study is to support student teachers' self-regulated learning through the convergence effect, where network-based tutors are designed to optimize system recommendations of online resources based on information-seeking behaviours. A total of 68 student teachers were randomly assigned to either a dynamic or static version of nBrowser, which converged a network or not towards an optimal configuration. The structural equation model suggests that student teachers spent less time during the learning session using the dynamic version of nBrowser. Although student teachers were found to be more efficient in seeking and acquiring information and reported knowledge gains, they failed to perform better than those assigned to the static condition on the lesson plan design task. We discuss the implications for the convergence effect in the context of network-based tutors. Copyright © 2019 John Wiley & Sons Ltd.

Original languageEnglish
Pages (from-to)731-746
JournalJournal of Computer Assisted Learning
Volume35
Issue number6
Early online dateJul 2019
DOIs
Publication statusPublished - Dec 2019

Citation

Poitras, E., Mayne, Z., Huang, L., Udy, L., & Lajoie, S. (2019). Scaffolding student teachers' information-seeking behaviours with a network-based tutoring system. Journal of Computer Assisted Learning, 35(6), 731-746. https://doi.org/10.1111/jcal.12380

Keywords

  • Network-based tutors
  • Self-regulated learning
  • Preservice teachers

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