Designing an On-Line Environment to Scaffold Cognitive Self-Regulation
Faculty of Community Services, Education and Social Sciences
School of Communications and Multimedia / Centre for Research in Entertainment, Arts,Technology, Education and Communications
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.