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Using Web-Based Pedagogical Tools as Scaffolds for Self-Regulated Learning
ARTICLE

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ISAIJLS Volume 33, Number 5, ISSN 0020-4277

Abstract

The purpose of the present study was to confirm previous research findings that different categories of Web-based pedagogical tools (WBPT) (e.g., collaborative and communication tools, content creation and delivery tools) supported different self-regulated learning (SRL) processes (e.g., goal setting, self monitoring), and to further examine which WBPT were most effective in supporting student SRL while completing course assignments. The sample surveyed consisted of 65 students enrolled in three distributed courses. A mixed methods methodological approach was implemented. As expected, quantitative analyses confirmed that different WBPT supported different SRL processes. In addition, analyses of qualitative data collected revealed that WBPT were highly effective in activating the use of SRL processes necessary to support specific types of learning tasks required for completion of course assignments. Educational implications for using WBPT as scaffolds for SRL are discussed.

Citation

Dabbagh, N. & Kitsantas, A. (2005). Using Web-Based Pedagogical Tools as Scaffolds for Self-Regulated Learning. Instructional Science: An International Journal of the Learning Sciences, 33(5), 513-540. Retrieved October 14, 2019 from .

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