Abstracts - Earli

group (n=27) were not trained why and how to use metacognitive activities, but rather they wereinstructed by a computer device how to organize an appropriate learning place, which lasted also30 minutes. After the training sessions the students’ learning task was to learn about the"psychological theories of using pictures in multimedia learning environments" within 60 minutes.Immediately afterwards learning outcome and transfer were obtained by questionnaire. Altogether57 university students were participating, counterbalanced according to their prior knowledge aswell as metacognitive knowledge. As expected students of the experimental group showed bettertransfer performance compared to the control group. However, training did not increasemetacognitive and strategic behavior measured by subjective ratings.Use and usefulness of regulative scaffolds during collaborative scientific inquiry learningArd Lazonder, University of Twente, NetherlandsSarah Manlove, University of Twente, NetherlandsTon de Jong, University of Twente, NetherlandsThis research addresses issues in the design of online scaffolds within collaborative scientificinquiry learning environments. A regulative support tool called the Process Coordinator (PC) wasdesigned to promote increased planning, monitoring and evaluation throughout the course of theinquiry activity. In an empirical evaluation, 20 dyads received a "full" version of the PC withregulative directions, cues, and prompts; dyads in the control group (n=18) worked with an"empty" PC from which all regulative support was removed. Results showed that the regulativescaffolding in the PC neither lead to higher learning outcomes, nor promoted sustained monitoringand evaluating. Implications of these findings are discussed and suggestions for future researchFactors influencing tool useGeraldine Clarebout, K.U.Leuven, BelgiumJan Elen, K.U.Leuven, BelgiumIn this contribution tool use in a computer-based learning environment is looked at. Environmentaland learner characteristics are investigated as influencing factors of tool use. To study theinfluence of these factors an experimental design was used. The two treatment groups got access totools, while the control group did not. To study the influence of external factors, one of thesegroups additionally, received advice on how to use these tools. With respect to the learner relatedvariables the following variables were considered: metacognition, motivation, help seekingbehavior and instructional conceptions were measured.– 381 –