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.

Abstract.A series of titanium complexes bearing substituted diphenolate ligands (RCH(phenolate) 2 , where R = H, CH 3 ,2, was synthesized and studied as catalysts for the ring opening polymerization of L-lactide and ε-caprolactone. Ligands were designed to probe the role of chelate effect and steric effect in the catalytic performance. From the structure of triphenolate (with one extra coordination site than diphenolate ligand) Ti complex, TriOTiO i Pr 2 , we found no additional chelation to influence the catalytic activity of Ti complexes. It was found that bulky aryl groups in the diphenolate ligands decreased the rate of polymerization most. We conclude that steric effect is the most controlling factor in these polymerization reactions by using Ti complexes bearing diphenolate ligands as catalysts since it is responsible for the exclusion of needed space for incoming monomer by the bulky substituents on the catalyst.