Title

Designing an On-Line Environment to Scaffold Cognitive Self-Regulation

Document Type

Conference Proceeding

Publisher

HERDSA

Faculty

Community Services, Education and Social Sciences

School

Communications and Multimedia, Centre for Research in Entertainment, Arts,Technology, Education and Communications

RAS ID

270

Comments

This article was originally published as: McMahon, M. T. (2002). Designing an on-line environment to scaffold cognitive self-regulation. Proceedings of 2002 HERDSA. (pp. 457-464). Milperra, NSW. HERDSA. Original article available here

Abstract

The move towards more flexible modes of tertiary education is requiringstudents to be able to regulate their own study habits. This is particularly true ofon-line learning, where there may be less direct instructional support than intraditional face-to-face modes,. However, to assume that students already havethese skills is presumptuous. This paper describes a model for self-regulation andsuggests how self-regulated learning can be enhanced through the integration of aproposed on-line learning environment. The main instructional approach isscaffolding, where support is provided by reflection andpeer feedback, andthrough the use of tools for annotation and portfolio generation.

Access Rights

Free_to_read