Scaffolding Self-Regulated Learning Through Tutoring

• In Event: Scaffolding Self-Assessment and Task Selection Skills to Improve Self-Regulated Learning

Abstract

Tutoring has proven to be a successful scaffolding technique for teaching pre-determined domain-specific skills (e.g., Cohen, Kulik, & Kulik, 1982). However, ideally, students should be able to regulate their learning process themselves. Therefore, we investigate if tutoring also supports the acquisition of self-regulated learning skills. In a first study, we investigated which problems students encounter when acquiring self-regulated learning skills without guidance. Second, we tried to address these problems with an electronic tutoring system. In this system, a pedagogical agent gave students feedback and advice. Three different types of advice and feedback were tested.

Authors

• 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