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Scaffolding Self-Assessment and Task Selection Skills to Improve Self-Regulated Learning
Sun, April 10, 10:35am to 12:05pm, Marriott Marquis, Floor: Level Four, MonumentSession Type: Invited Speaker Session
Abstract
Research has convincingly shown that ‘scaffolding’ facilitates learning. Scaffolding is a combination of providing learner guidance and gradually fading that guidance as learner expertise increases. This symposium will present research on whether scaffolding techniques that have proven to be effective for acquiring domain-specific skills could also bolster the development of self-regulated learning (SRL) skills, such as self-assessment and task-selection skills. First, the importance of scaffolding learners’ SRL strategies based on well-designed, theoretically guided, and empirically driven training, will be discussed. Subsequently, three empirical papers will be presented in which the effectiveness of three different types of scaffolds for self-assessment and task-selection skills were investigated: modeling examples, tutor guidance, and checklists.
Sub Unit
Chair
Papers
Using Adaptive Scaffolding Delivered by Pedagogical Agents to Improve Self-Regulation During Complex Learning - Roger Azevedo, North Carolina State University; Michelle Taub, North Carolina State University; Nicholas Vincent Mudrick, North Carolina State University; Jesse James Farnsworth, North Carolina State University; Seth A. Martin, North Carolina State University
Using Video Modeling Examples to Improve Self-Assessment and Task-Selection Skills - Steven Raaijmakers, Utrecht University; Tamara van Gog, Utrecht University; Martine Baars, Erasmus University Rotterdam; Lydia Schaap, Erasmus University; Fred Paas, Erasmus University; Jeroen J.G. Van Merrienboer, Maastricht University
Scaffolding Self-Regulated Learning Through Tutoring - Michelle Nugteren, Utrecht University; Halszka Jarodzka, The Open University of the Netherlands; Liesbeth Kester, The Open University of the Netherlands; Jeroen J.G. Van Merrienboer, Maastricht University
Metacognitive Support in Self-Regulation Through Checklists - Jimmie Leppink, Maastricht University; Jeroen J.G. Van Merrienboer, Maastricht University