You are here:

The Development and Implementation of Scaffolding-Based Self-Regulated Learning System for e/m-Learning

, , ,

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. Retrieved April 24, 2019 from .

This record was imported from ERIC on April 19, 2013. [Original Record]

ERIC is sponsored by the Institute of Education Sciences (IES) of the U.S. Department of Education.

Copyright for this record is held by the content creator. For more details see ERIC's copyright policy.


View References & Citations Map

Cited By

  1. Teaching for Success: Technology and Learning Styles in Preservice Teacher Education

    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

These links are based on references which have been extracted automatically and may have some errors. If you see a mistake, please contact