Scaffolding for Supporting Self-regulation in Online Learning (73037)
Session Chair: Peik-Foong Yeap
Thursday, 23 November 2023 10:55
Session: Session 2
Room: Room 607
Presentation Type: Oral Presentation
While equipping digital literacy is crucial for students to navigate online materials, increasing student agency is an important educational goal in the future of learning (OECD, 2018). This study explored using scaffolding to design online learning experiences and support self-regulated learning. An online course was developed for student self-study on solving Chemistry data-analysis questions. The learning packages was designed incorporating different types of scaffolding and strategies to support self-regulated learning, leveraging on the features in the Student Learning Space (SLS) online learning portal. The study was conducted in six secondary schools in Singapore in three cycles. Data were collected from analysis of students' work responses on the SLS online 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 online learning.
Authors:
Siew Lee Teng, Academy of Singapore Teachers, Singapore
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