An Approach for Scaffolding Students Peer-Learning Self-Regulation Strategy in the Online Component of Blended Learning

Rasheed Abubakar Rasheed,Nor Aniza Abdullah,Amirrudin Kamsin

doi:10.1109/access.2021.3059916

Rasheed Abubakar Rasheed, Nor Aniza Abdullah + Show 1 more

Open Access

https://doi.org/10.1109/access.2021.3059916

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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.

Highlights

Blended learning has been an effective and promising instructional approach that educational institutions adopt in achieving teaching and learning excellence throughout the globe
Self-regulation in blended learning has received relatively less attention compared to other technology mediated instructions such as MOOCs
This study propose a unique and novel approach for scaffolding students self-regulated learning in blended learning environment by developing a system that fosters and facilitates online peer learning self-regulation strategy in their online component of blended learning

Summary

Introduction

Blended learning has been an effective and promising instructional approach that educational institutions adopt in achieving teaching and learning excellence throughout the globe. Teachers and educational institutions have achieved greater success with blended learning instruction and labelled it as ‘the new normal’ [1] in todays’ education. Due to its high rate of popularity, adoption and perceived benefits. This idea of blending face-to-face traditional instruction with online interventions has proven to be an upgrade to both the face-to-face and fully online mode of instructions. If done well, it combines the benefits afforded by both face-to-face traditional and that of fully online mode of instructions [2]. While the merits and benefits of blended learning approach is apparent, mixing technology into faceto-face traditional instruction thereby creating the online.

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