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Fostering self-regulated learning in a blended environment using group awareness and peer assistance as external scaffolds
ARTICLE

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Journal of Computer Assisted Learning Volume 32, Number 1, ISSN 1365-2729 Publisher: Wiley

Abstract

Most systems for training self-regulated learning (SRL) behaviour focus on the provision of a learner-centred environment. Such systems repeat the training process and place learners alone to experience that process iteratively. According to the relevant literature, external scaffolds are more promising for effective SRL training. In this work, group awareness and peer assistance are used as external scaffolds in the process of training SRL behaviour, enhancing opportunities for self-reflection and stimulating and encouraging learners. This work further develops a system, called self-regulated learning with group awareness and peer assistance (SRL-GAPA). Experimental results reveal that SRL-GAPA provides significantly more participation in online training tasks and learning activities, better SRL behaviour and better learning achievement than the traditional SRL system (i.e,, a learner-centred environment). The SRL-GAPA benefited poorly self-regulated learners more than highly self-regulated students. Some implications of this finding are discussed.

Citation

Lin, J., Lai, Y., Lai, Y. & Chang, L. (2016). Fostering self-regulated learning in a blended environment using group awareness and peer assistance as external scaffolds. Journal of Computer Assisted Learning, 32(1), 77-93. Wiley. Retrieved October 13, 2019 from .