Brian R. Belland

Early childhood teacher candidates often learn programming through educational robotics and need support to develop debugging competence. Using a mixed-methods design that included lag sequential analysis, ICAP coding, sentiment analysis, and qualitative analysis, this study examined how reliance on prompts shifted as tasks increased in complexity. Candidates engaged more in revision and evaluation than initial exploration and, over time, demonstrated decreased dependence on scaffolding and increased debugging competence. Findings address a gap in the scaffolding literature by tracing evidence of responsibility transfer from scaffolds to learners.

This conceptual article argues that many inquiry and problem-based environments underemphasize motivation. It synthesizes literatures on scaffolding, problem-based learning, and motivation to propose a design framework for computer-based scaffolds that jointly support motivational and cognitive processes. The framework offers design guidelines to enhance engagement (e.g., interest, autonomy support) alongside cognitive supports for complex tasks, and outlines implications and research directions for integrating motivational constructs into scaffold design.

This study examined the extent to which three types of interaction (learner–instructor, learner–content, learner–learner), Internet self‑efficacy, and self‑regulated learning predict student satisfaction in fully online courses. Using regression analyses, learner–instructor interaction, learner–content interaction, and Internet self‑efficacy significantly predicted satisfaction, with learner–content interaction explaining the most unique variance. Learner–learner interaction and self‑regulated learning did not uniquely predict satisfaction. Implications for course design and online teaching are discussed.

Despite increased access to technology in schools, classroom integration remains limited. This paper employs Bourdieu’s theory of habitus to reframe persistent explanations based solely on post-training “barriers.” It argues that teachers’ prior experiences as learners and their professional contexts shape dispositions that influence technology use. The article proposes moving beyond barrier inventories toward approaches that account for habitus-driven practices and suggests implications for teacher education and professional development.

Given claims that PBL improves deep content learning, problem solving, and self‑directed learning, this review examined the instruments used in 33 empirical studies to assess these targets. Few studies articulated theoretical frameworks for the constructs measured or rationales linking assessments to constructs, limiting the validity of inferences. The paper discusses implications and offers recommendations to strengthen assessment practices in PBL research.

Problem‑based learning often requires students to formulate evidence‑based arguments, yet novices struggle to connect claims and evidence. This article analyzes the components and processes of argumentation and reviews scaffolding models that help students generate claims, gather and evaluate evidence, and link the two. It presents guidelines for the design of computer‑based scaffolds to support middle school students’ construction of evidence‑based arguments during inquiry.

This exploratory study investigated whether structured peer feedback could improve the quality of students’ postings in online course discussions. In a large graduate course, students used an automated peer‑rating system within discussion forums. Analyses comparing pre‑course and post‑course postings (using Bloom’s taxonomy) indicated that quality was maintained or improved with peer feedback, even though learners expressed preferences for instructor feedback. Students reported that giving peer feedback reinforced their learning and supported higher‑level understanding.