Journal of Educational Technology & Society Volume 13, Number 1, ISSN 1176-3647 e-ISSN 1176-3647
This paper proposes a self-regulated learning (SRL) system with scaffolding support in order to develop independent learning skills among students. The SRL system uses self-regulated learning and scaffolding theories to appeal to both instructors and learners. On the part of the instructors, a Content Accessibility Subsystem is provided to easily organize learning materials and to dynamically provide different levels of support for their learners. As for the learners, many subsystems are proposed that provide a conducive mobile learning environment for them. With the application of the scaffolding theory, the system can easily adjust to provide help to the learners, facilitating SRL processes anytime and anywhere, and establishing the learners' SRL patterns gradually. The learners in the experiment deemed that that the proposed system could provide them self-regulatory attributes. The experiment results show that the average SRL score of learners increases, though the improvement is not significant. However, the result also showed that the SR skills of students in the group of Low SR significantly improved. (Contains 6 tables and 8 figures.)
Shih, K.P., Chen, H.C., Chang, C.Y. & Kao, T.C. (2010). The Development and Implementation of Scaffolding-Based Self-Regulated Learning System for e/m-Learning. Journal of Educational Technology & Society, 13(1), 80-93.
Pamela Solvie, Northwestern College, United States; Engin Sungur, University of Minnesota, Morris, United States
Contemporary Issues in Technology and Teacher Education Vol. 12, No. 1 (March 2012) pp. 6–40
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