Rasheed, Rasheed Abubakar and Kamsin, Amirrudin and Abdullah, Nor Aniza (2021) An approach for scaffolding students peer-learning self-regulation strategy in the online component of blended learning. IEEE Access, 9. pp. 30721-30738. ISSN 2169-3536, DOI https://doi.org/10.1109/ACCESS.2021.3059916.
Full text not available from this repository.Abstract
The implementation of blended learning in higher educational institutions is increasing due to its perceived effectiveness in affording the benefits of both face-to-face traditional mode and the fully online mode of instructions. However, the leading challenge associated with the online component of blended learning is students' inability to properly self-regulate their learning activities as self-regulation has been an integral competence for the success in online environments. Research on supporting students' self-regulation in the online component of blended learning has been on the rise, but these approaches have primarily focused on designing systems and techniques to support students self-regulated learning and have not provided solutions to self-regulation strategies, more importantly online peer-learning self-regulation strategy. The lack of online peer learning self-regulation strategy has been the hallmark of the challenges in blended learning instruction. This study proposed an approach for scaffolding students peer-learning self-regulation strategy in the online component of blended learning. The study involves forming online peer-learning groups based on learning potential and affinity structures; leveraging the design of learning system features to instigate group dynamic elements for facilitating and motivating small group peer-learning, as well as promoting pro-social behavior by offering incentives for combating the inherent problems of reluctance to students' peer-learning participation. An experiment involving 120 university Students shows that effective online peer-learning self-regulation strategy scaffold involves preparing and inspiring students so as to prevent social loafing and refusal to participate; and secondly to facilitate and fully engage students in the actual online peer-learning discussion. The experimental results show significant improvement of students' academic performance by using this approach. In addition, our study proposed recommendations for future research.
| Item Type: | Article |
|---|---|
| Funders: | Interdisciplinary Research Programme Grant (IIRG) (IIRG031B-2019) |
| Uncontrolled Keywords: | Hybrid learning; Education; Online services; Regulation; Databases; Monitoring; Licenses; Blended learning; Flipped classrooms; Self-regulation; Learning strategy; Peer-learning; Group affinity; Group dynamics; Incentivization; Pro-social behavior; Social loafing |
| Subjects: | Q Science > QA Mathematics > QA75 Electronic computers. Computer science T Technology > TA Engineering (General). Civil engineering (General) |
| Divisions: | Faculty of Computer Science & Information Technology |
| Depositing User: | Ms Zaharah Ramly |
| Date Deposited: | 03 Mar 2022 03:26 |
| Last Modified: | 03 Mar 2022 03:26 |
| URI: | http://eprints.um.edu.my/id/eprint/27114 |
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