Title

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

Document Type

Conference Proceeding

Publisher

HERDSA

Faculty

Faculty of Community Services, Education and Social Sciences

School

School of 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

 
COinS