Using Web-based Pedagogical Tools as Scaffolds for Self-regulated Learning |
| |
| Authors: | Nada Dabbagh Anastasia Kitsantas |
| |
| Institution: | (1) Associate Professor of Instructional Technology, Graduate School of Education, George Mason University, MSN 5D6, Fairfax, VA 22030-4444, USA;(2) Associate Professor of Educational Psychology, Graduate School of Education, George Mason University, MSN 4B3, Fairfax, VA 22030-4444, USA |
| |
| Abstract: | The purpose of the present study was to confirm previous research findings that different categories of Web-based pedagogical
tools (WBPT) (e.g., collaborative and communication tools, content creation and delivery tools) supported different self-regulated
learning (SRL) processes (e.g., goal setting, self-monitoring), and to further examine which WBPT were most effective in supporting
student SRL while completing course assignments. The sample surveyed consisted of 65 students enrolled in three distributed
courses. A mixed methods methodological approach was implemented. As expected, quantitative analyses confirmed that different
WBPT supported different SRL processes. In addition, analyses of qualitative data collected revealed that WBPT were highly
effective in activating the use of SRL processes necessary to support specific types of learning tasks required for completion
of course assignments. Educational implications for using WBPT as scaffolds for SRL are discussed. |
| |
| Keywords: | |
| 本文献已被 SpringerLink 等数据库收录！ |
|
