The role of scaffold interactivity in supporting self-regulated learning in a community college online composition course View Full Text


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Article Info

DATE

2017-07-15

AUTHORS

Katherine Kellen, Pavlo Antonenko

ABSTRACT

This study addressed some of the challenges of supporting self-regulated learning in community college online English composition. This course used a flexible learning design, providing a choice of procedural scaffolds to support self-regulation of learning tasks by students. The purpose of this study was to determine the relationship between the use of two procedural scaffolds, a custom-designed, interactive checklists tool and a non-interactive calendar tool, and the core assignment submission and metacognition of online English composition students. Measures included clickstream data for procedural scaffold usage, a count of core assignment submissions, and Metacognitive Awareness Inventory scores. Results indicated that use of the custom-designed interactive checklists tool better supported submission of core assignments by students than the non-interactive calendar tool. While metacognition awareness scores increased across the study, no significant association with procedural scaffold use was found. Implications for future practice support the continued and extended use of interactive procedural scaffolds to support online students through task completion for complex processes such as academic writing. More... »

PAGES

187-210

References to SciGraph publications

  • 2004-12. Self-regulation in a web-based course: A case study in EDUCATIONAL TECHNOLOGY RESEARCH AND DEVELOPMENT
  • 2013-05-22. Scaffolding: Definition, Current Debates, and Future Directions in HANDBOOK OF RESEARCH ON EDUCATIONAL COMMUNICATIONS AND TECHNOLOGY
  • 2007-11-30. Software scaffolds to promote regulation during scientific inquiry learning in METACOGNITION AND LEARNING
  • 1997-03. Multimedia learning environments: Issues of learner control and navigation in INSTRUCTIONAL SCIENCE
  • 2005-11. Using Web-based Pedagogical Tools as Scaffolds for Self-regulated Learning in INSTRUCTIONAL SCIENCE
  • 2007-06-19. Learner Control in Hypermedia Environments in EDUCATIONAL PSYCHOLOGY REVIEW
  • 2001-09. Teaching and learning in digital environments: The resurgence of resource-based learning in EDUCATIONAL TECHNOLOGY RESEARCH AND DEVELOPMENT
  • 2004-12. A Conceptual Framework for Assessing Motivation and Self-Regulated Learning in College Students in EDUCATIONAL PSYCHOLOGY REVIEW
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    http://scigraph.springernature.com/pub.10.1007/s12528-017-9160-2

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    http://dx.doi.org/10.1007/s12528-017-9160-2

    DIMENSIONS

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