%0 Journal Article
%T Web
%A Emine £¿endurur
%A Zahide Yildirim
%J Journal of Educational Technology Systems
%@ 1541-3810
%D 2019
%R 10.1177/0047239518803291
%X This study investigates the effects of web-based scaffolding in comparison with teacher scaffolding (TS) and no scaffolding (NS) on students¡¯ metacognitive skill development in web-search process. The study utilized a static-group pretest¨Cposttest quasi-experimental design. The first experimental group received web-based Internet search scaffolding (WISS) tool treatment; the second experimental group received TS; and the control group had NS. Receiving WISS during an Internet search had a significant effect on the improvement of metacognitive skills when compared with NS; however, it was not significant when compared with TS. While WISS group¡¯s scores in all subscales improved significantly compared with those of NS, TS¡¯s strategy generation scores were significantly higher than those of NS group. Moreover, WISS group¡¯s control of attention scores were significantly higher than those of TS group
%K Internet search
%K web-based metacognitive scaffolding
%K metacognitive skills
%U https://journals.sagepub.com/doi/full/10.1177/0047239518803291