Fostering self-regulated learning in a blended environment using group awareness and peer assistance as external scaffolds.
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 promi...
| Publicado en: | Journal of Computer Assisted Learning Vol. 32; no. 1; pp. 77 - 94 |
|---|---|
| Autores principales: | , , |
| Formato: | research tables/charts Journal Article |
| Publicado: |
Wiley-Blackwell
Feb2016
|
| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=112158299&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 112158299 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 02664909 6M1 jtl: Journal of Computer Assisted Learning issn: 02664909 maglogo: Y pubinfo: dt: Feb2016 vid: 32 iid: 1 pid: 480 pub: Wiley-Blackwell place: Malden, Massachusetts artinfo: ui: 112158299 112158299 112158299 10.1111/jcal.12120 112158299 ppf: 77 ppct: 17 formats: tig: atl: Fostering self-regulated learning in a blended environment using group awareness and peer assistance as external scaffolds. aug: au: Lin, J‐W. Lai, Y‐C. Chang, L‐C. affil: Department of International Business, Chien Hsin University of Science and Technology, Taoyuan Taiwan sug: subj: Self-Directed Learning Group Processes Peer Group Human Reflection Students, College Male Female Taiwan Questionnaires Summated Rating Scaling Coefficient alpha Pretest-Posttest Design T-Tests Data Analysis Software Analysis of Variance Post Hoc Analysis Multivariate Analysis of Covariance Descriptive Statistics Male Female ab: 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. pubtype: Academic Journal doctype: research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
|---|