Scaffolding self-regulation: Effects on the acquisition of domain-specific skills and self-regulated learning skills


Research has convincingly shown that 'scaffolding' facilitates learning. Scaffolding is a combination of providing learner guidance and gradually fading that guidance as learner expertise increases. The aim of this project is to investigate whether scaffolding techniques that have proven effective for learning of domain-specific skills, would also improve the acquisition of students? self-regulated learning (SRL) skills, such as monitoring and evaluating their own learning or determining next study activities. The scaffolding techniques that will be investigated are: (1) modeling examples, in which peer students (i.e., the models) demonstrate how they successfully engage in SRL, (2) peer-tutor guidance, in which learners engage in a computer-based, peer-tutoring dialogue directed at the development of their SRL-skills, and (3) metacognitive checklists that contain guiding questions for learners to use when engaging in SRL. Effects of different task types (conceptual vs. procedural) and effects on attention (using eye-tracking) and working memory load will be investigated.


Wetenschappelijk artikel

  • J. Leppink, F. Paas, C. van der Vleuten, T. van Gog, J. van Merrienboer(2013): Development of an instrument for measuring different types of cognitive load Behavior Research Methods pp. 1058 - 1072
  • J. Leppink, F. Paas, T. van Gog, C. van der Vleuten, J. van Merrienboer(2014): Effects of pairs of problems and examples on task performance and different types of cognitive load Learning and Instruction pp. 32 - 43
  • J. Leppink, A. van den Heuvel(2015): The evolution of cognitive load tehory and its application to medical education Perspectives on Medical Education pp. 119 - 127
  • A. Lafleur, L. Cote, J. Leppink(2015): Influences of OSCE design on students' diagnostic reasoning Medical Education pp. 203 - 2014

Hoofdstuk in boek

  • J. Cleland, J. Leppink, T. van gog, S. Durning, F. Paas, J. Sweller(2015): Researching Medical Education pp. 207 - 218 , New York





Prof. dr. J.J.G. van Merriƫnboer

Verbonden aan

Maastricht University, UMC+, Onderwijsontwikkeling & Onderwijsresearch


Dr. J. Leppink, N.B. Niet Bekend en Niet Gebruiken, N.B. Niet Bekend en Niet Gebruiken, N.B. Niet Bekend en Niet Gebruiken, M.L. Nugteren MSc, S. Raaijmakers MSc


01/05/2013 tot 31/07/2017