An approach for scaffolding students peer-learning self-regulation strategy in the online component of blended learning

• Main Authors: Rasheed, Rasheed Abubakar, Kamsin, Amirrudin, Abdullah, Nor Aniza
• Format: Article
• Published: IEEE-Inst Electrical Electronics Engineers Inc 2021
• Subjects: QA75 Electronic computers. Computer science; TA Engineering (General). Civil engineering (General)
• Online Access: http://eprints.um.edu.my/27114/

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.