Effects of Self-Regulation Scaffolding on Online Participation and Learning Outcomes

Autor/inn/en	Song, Donggil; Kim, Dongho
Titel	Effects of Self-Regulation Scaffolding on Online Participation and Learning Outcomes
Quelle	In: Journal of Research on Technology in Education, 53 (2021) 3, S.249-263 (15 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Song, Donggil)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1539-1523
DOI	10.1080/15391523.2020.1767525
Schlagwörter	Metacognition; Scaffolding (Teaching Technique); Student Participation; Learning Strategies; Dialogs (Language); Comparative Analysis; Graduate Students; Outcomes of Education; Online Courses; Teaching Methods; Questionnaires; Computer Mediated Communication; Writing Instruction; Educational Technology; Integrated Learning Systems; Academic Achievement; Motivated Strategies for Learning Questionnaire + Suchen Sie Ihr Suchwort? Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Dialog; Dialogs; Dialogue; Dialogues; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Lernleistung; Schulerfolg; Online course; Online-Kurs; Teaching method; Lehrmethode; Unterrichtsmethode; Fragebogen; Computerkonferenz; Schreibunterricht; Unterrichtsmedien; Schulleistung
Abstract	The aim of this study is to investigate whether an interactive self-regulation scaffolding increases levels of online learners' self-regulated learning skills, course participation, and learning performance. The intervention utilizes a dialog approach with an intelligent conversational agent to scaffold learners' self-regulated learning. Fifty-six graduate students participated in this study over a semester and were randomly assigned to one of two conditions: (1) an experimental condition where a scaffold was provided through the conversational agent and (2) a control condition where the self-regulated learning information was given, but any scaffolds were not provided. The results revealed that the scaffolded group showed higher self-regulated learning level gains than the control group. Additionally, the relationships between self-regulated learning, course participation, and learning performance were investigated. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01