Scaffolding to Support Self-Regulated Online Learning

Abstract

Recognising that equipping students with digital literacy is crucial for them to navigate online materials and increasing student agency are both important educational goals in the future of learning, this study explored the use of scaffolding to design online learning experiences to support student self-regulated learning through an online course on solving Chemistry data-analysis questions that was developed for student self-study. The learning packages that were designed incorporated different types of scaffolding and strategies to support self-regulated learning, leveraging features in the online learning portal developed by the Ministry of Education, Singapore. The study was conducted in four secondary schools in Singapore. Data were collected from analysis of students' work responses on the SLS portal, pre- and post-test results, and a survey. Findings showed that students were highly responsive to the online learning experiences, which led to enhanced performance on data-analysis items. In addition, findings provided insights into the implications for supporting self-regulated learning when engaging secondary school students in an online learning environment.



Author Information
Siew Lee TENG, Academy of Singapore Teachers, Singapore

Paper Information
Conference: ACE2023
Stream: Learning Experiences

This paper is part of the ACE2023 Conference Proceedings (View)
Full Paper
View / Download the full paper in a new tab/window


To cite this article:
TENG S. (2024) Scaffolding to Support Self-Regulated Online Learning ISSN: 2186-5892 The Asian Conference on Education 2023: Official Conference Proceedings https://doi.org/10.22492/issn.2186-5892.2024.17
To link to this article: https://doi.org/10.22492/issn.2186-5892.2024.17


Comments & Feedback

Place a comment using your LinkedIn profile

Comments

Share on activity feed

Powered by WP LinkPress

Share this Research

Posted by James Alexander Gordon