Anouschka van Leeuwen, Jeroen Janssen, Gijsbert Erkens, Mieke Brekelmans


There is a gap in our knowledge about what cognitions play a role while teachers scaffold students in CSCL. A case study was performed that investigated a history teacher’s behavior and cognitions. The quantitative results fit with what is known about teacher behavior, and the qualitative data adds an explanation of why the teacher acted the way he did. Major influences were the teacher’s beliefs about effective instruction and his prior knowledge of the students. The results show that although often not done explicitly, there is indeed a phase of diagnosing and evaluating students’ work connected to performing an intervention.


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Paper Citation

in Harvard Style

van Leeuwen A., Janssen J., Erkens G. and Brekelmans M. (2012). TEACHER’S SCAFFOLDING BEHAVIOR IN CSCL - A Case Study . In Proceedings of the 4th International Conference on Computer Supported Education - Volume 2: CSEDU, ISBN 978-989-8565-07-5, pages 304-312. DOI: 10.5220/0003918703040312

in Bibtex Style

author={Anouschka van Leeuwen and Jeroen Janssen and Gijsbert Erkens and Mieke Brekelmans},
booktitle={Proceedings of the 4th International Conference on Computer Supported Education - Volume 2: CSEDU,},

in EndNote Style

JO - Proceedings of the 4th International Conference on Computer Supported Education - Volume 2: CSEDU,
SN - 978-989-8565-07-5
AU - van Leeuwen A.
AU - Janssen J.
AU - Erkens G.
AU - Brekelmans M.
PY - 2012
SP - 304
EP - 312
DO - 10.5220/0003918703040312