Exploring the Role of Human- and Technology-Mediated Dynamic Scaffolding on Students' Self-Regulated Learning and Writing Development

• In Event: Self-Regulated Learning Behaviors and Learning

Abstract

Transitioning from in-person to virtual learning during the COVID-19 pandemic impacted students’ writing skill development and placed greater demands on their ability to self-regulate. Mediation provided by technology and human agents is posited to be one way to scaffold students’ metacognitive control and writing performance. This study used the BalanceAI assessment program to examine the impact of human and technology-mediated dynamic scaffolding on students’ writing and metacognitive awareness. The study also examined the characteristics of students’ SRL and writing performance during the pandemic. Five heterogeneous latent profiles depicted the dynamic relationship between students’ SRL and writing performance, and case analyses provided descriptions of how students can become self-organizing learning agents as a result of automated and tutor-mediated feedback.

Authors

• Melissa R. Hunte, University of Toronto
  Presenting Author

• Christine M. Barron, OISE/University of Toronto
  Non-Presenting Author

• Liam Hannah, University of Toronto
  Non-Presenting Author

• Eunice Eunhee Jang, University of Toronto
  Non-Presenting Author