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43.013 - Scaffolding Self-Regulated Learning Across Different Contexts
Sun, April 7, 8:00 to 9:30am, Sheraton Centre Toronto Hotel, Floor: Mezzanine Level, Willow CentreSession Type: Symposium
Abstract
In educational research a variety of scaffolding approaches have been developed in order to support students’ cognitive and metacognitive processes during self-regulated learning (SRL). Such techniques include different kinds of scaffolds that support learners by providing them structure or support during their learning process and progress. The theme here is to present empirically-based evidence as to how different scaffolding approaches can be applied within SRL and to analyze possible constraints, predictors and effectiveness. Within this symposium a review and analysis of different methods and techniques used to scaffold the complex nature of SRL will be examined. Finally, implications about how these methods can be used to assess, model, and foster students’ self-regulation to enhance learning and performance will be discussed.
Sub Unit
Chairs
Papers
Adaptive Scaffolding With Pedagogical Agents During Self-Regulated Learning With an Intelligent Tutoring System - Roger Azevedo, University of Central Florida; Michelle Taub, University of Central Florida; Megan Price, University of Central Florida; Elizabeth Brooke Cloude, University of Central Florida
Metacognitive Scaffolding in Learning From Film - Joerg Zumbach, University of Salzburg; Ines Deibl, University of Salzburg; Viola Geiger, University of Salzburg; Timo Fleischer, University of Salzburg; Alexander Strahl, University of Salzburg
Adaptive Content and Process Scaffolding With Network-Based Tutors: Implications for Promoting Self-Regulated Learning - Eric G. Poitras, University of Utah; Laurel Udy, University of Utah; Lingyun Huang, McGill University; Susanne P. Lajoie, McGill University
Self-Regulated Learning and Preservice Teachers: Is Prompting Necessary? - Daniel Charles Moos, Gustavus Adolphus College; Samantha Gibson, Gustavus Adolphus College