Fostering self‐regulated learning in a blended environment using group awareness and peer assistance as external scaffolds
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.
Number of times cited: 3
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- M.‐H. Yen, S. Chen, C.‐Y. Wang, H.‐L. Chen, Y.‐S. Hsu and T.‐C. Liu, A framework for self‐regulated digital learning (SRDL), Journal of Computer Assisted Learning, 34, 5, (580-589), (2018).
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