article

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

Authors:

L-C. ChangAuthors Info & Claims

Journal of Computer Assisted Learning, Volume 32, Issue 1

Pages 77 - 93

https://doi.org/10.1111/jcal.12120

Published: 01 February 2016 Publication History

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.

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Cited By

Chen WCheng H(2020)Analyzing Graduate Students' Behaviors of Self-regulated Learning in a Blended Learning EnvironmentProceedings of the 2020 8th International Conference on Information and Education Technology10.1145/3395245.3396416(53-57)Online publication date: 28-Mar-2020
https://dl.acm.org/doi/10.1145/3395245.3396416
Lin J(2020)Continuance model of formative computer-based assessment (CBA): Considering the effects of self-regulation and social influenceUniversal Access in the Information Society10.1007/s10209-019-00701-x19:4(905-918)Online publication date: 1-Nov-2020
https://dl.acm.org/doi/10.1007/s10209-019-00701-x

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cover image Journal of Computer Assisted Learning

Journal of Computer Assisted Learning Volume 32, Issue 1

February 2016

93 pages

ISSN:0266-4909

EISSN:1365-2729

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John Wiley & Sons, Inc.

United States

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Published: 01 February 2016

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Cited By

Chen WCheng H(2020)Analyzing Graduate Students' Behaviors of Self-regulated Learning in a Blended Learning EnvironmentProceedings of the 2020 8th International Conference on Information and Education Technology10.1145/3395245.3396416(53-57)Online publication date: 28-Mar-2020
https://dl.acm.org/doi/10.1145/3395245.3396416
Lin J(2020)Continuance model of formative computer-based assessment (CBA): Considering the effects of self-regulation and social influenceUniversal Access in the Information Society10.1007/s10209-019-00701-x19:4(905-918)Online publication date: 1-Nov-2020
https://dl.acm.org/doi/10.1007/s10209-019-00701-x

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