Scaffolding self-regulated learning in student-generated questioning using mobile phones

Song, Donggil; Glazewski, Krista

doi:10.1007/s10639-023-11627-6

Cited by 3 publications

(3 citation statements)

References 54 publications

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“…These are interrelated aspects that influence learning. Scaffolding by learning materials could be categorised as planned support [18] and responsive support based on students' feedback, which may help them better with this matter.…”

Section: Discussionmentioning

confidence: 99%

“…It follows and notifies almost every single advancement. There are two prevalent structures of scaffolding: intentional (planned support) based on student characteristics or situational (responsive support) based on student responses [18]. Both assistances are crucial to empower students in active and liberated educational environments.…”

Section: Scaffolding Self-regulated Learningmentioning

confidence: 99%

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Probing Scaffolding Self-Regulated Learning Responses, Resources Contribution and Target Achievements of University Students in Statistics Course

Muhidin,

Wibawa,

Khaerudin

et al. 2023

Int. J. Interact. Mob. Technol.

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Scaffolding self-regulated learning is an emerging research agenda in higher education. However, scaffolding self-regulated learning in a relatively complex subject such as statistics is still understudied. The present study addresses this matter by observing university students’ engagement in scaffolding self-regulated learning in a statistics course focusing on their scaffolding responses, resources contribution and target achievements. It was an exploratory case study with the participation of 26 private university students who are enrolled in the fifth semester as their third-year studies. The results indicate that university students are aware of statistics learning goals but overtargeting achievements, as they were less likely to achieve their decided targets. Students prefer to write a self-reflection than take notes. The different duration of watching videos and reading modules does not vary in quiz performance. The current findings add a novel understanding that self-regulated statistics learning requires advanced scaffolds to promote higher outcomes because of its characteristics as a complex and abstract subject.

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Section: Discussionmentioning

confidence: 99%

Section: Scaffolding Self-regulated Learningmentioning

confidence: 99%

Probing Scaffolding Self-Regulated Learning Responses, Resources Contribution and Target Achievements of University Students in Statistics Course

Muhidin,

Wibawa,

Khaerudin

et al. 2023

Int. J. Interact. Mob. Technol.

View full text Add to dashboard Cite

show abstract

“…It is recommended that SRLA should consider a scaffolding approach in developing learners’ SRL skills. Recent research has highlighted the importance of adaptive scaffolding in supporting SRL (Song and Glazewski, 2023). On the other hand, although Expert D from information sciences agreed with these side effects of SRLA, Expert D argued for the nature of living with technology in the age of artificial intelligence (AI).…”

Section: Evaluation Of the Design Principles For Self-regulated Learn...mentioning

confidence: 99%

Lifelong learner needs for human-centered self-regulated learning analytics

Nguyen,

Lämsä,

Dwiarie

et al. 2023

ILS

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Purpose Self-regulated learning (SRL) is crucial for successful learning and lifelong learning in today’s rapidly changing world, yet research has shown that many learners need support for SRL. Recently, learning analytics has offered exciting opportunities for better understanding and supporting SRL. However, substantial endeavors are still needed not only to detect learners’ SRL processes but also to incorporate human values, individual needs and goals into the design and development of self-regulated learning analytics (SRLA). This paper aims to examine the challenges that lifelong learners faced in SRL, their needs and desirable features for SRLA. Design/methodology/approach This study triangulated data collected from three groups of educational stakeholders: focus group discussions with lifelong learners (n = 27); five teacher interviews and four expert evaluations. The groups of two or three learners discussed perceived challenges, support needs and willing-to-share data contextualized in each phase of SRL. Findings Lifelong learners in professional development programs face challenges in managing their learning time and motivation, and support for time management and motivation can improve their SRL. This paper proposed and evaluated a set of design principles for SRLA. Originality/value This paper presents a novel approach for theory-driven participatory design with multistakeholders that involves integrating learners, teachers and experts’ perspectives for designing SRLA. The results of the study will answer the questions of how learners’ voices can be integrated into the design process of SRLA and offer a set the design principles for the future development of SRLA.

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The more structured, the better? Learning effects of online scaffolds with different structures for student question generation

Yu,

Chen

2024

Journal of Research on Technology in Education

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Scaffolding self-regulated learning in student-generated questioning using mobile phones

Cited by 3 publications

References 54 publications

Probing Scaffolding Self-Regulated Learning Responses, Resources Contribution and Target Achievements of University Students in Statistics Course

Probing Scaffolding Self-Regulated Learning Responses, Resources Contribution and Target Achievements of University Students in Statistics Course

Lifelong learner needs for human-centered self-regulated learning analytics

The more structured, the better? Learning effects of online scaffolds with different structures for student question generation

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