Abstract
Self-regulated learning (SRL) is a critical skill for learners to acquire, and academics have designed and implemented SRL scaffolding to support learners in developing their SRL and use of learning strategies. Adaptive scaffolding is believed to be more effective in promoting SRL, but limited studies have explored how different learners perceive the adaptivity of scaffolding to their personal needs in relation to the strategies they use. This study recruited 22 undergraduate learners who were given an online learning task and provided with adaptive scaffolding. Post-task interviews were conducted to understand their learning strategies and how they perceived the adaptivity of the scaffolds. We used epistemic network analysis (ENA) to understand the associations among learning strategies and perceived adaptivity, and to examine whether these associations differed according to task performance. Results indicate that learners’ adoption of learning strategies is associated with their perceived adaptivity of scaffolding, and the association differed between high- and low-performing learners. Learners who adopted a strategy consistent with the scaffolding design expressed a stronger appreciation of its adaptivity and demonstrated higher task performance.
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Li, T. et al. (2023). Do Learners Appreciate Adaptivity? An Epistemic Network Analysis of How Learners Perceive Adaptive Scaffolding. In: Arastoopour Irgens, G., Knight, S. (eds) Advances in Quantitative Ethnography. ICQE 2023. Communications in Computer and Information Science, vol 1895. Springer, Cham. https://doi.org/10.1007/978-3-031-47014-1_1
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