A framework for designing students peer learning self-regulation strategy system for blended courses
Blended learning has been considered the most effective and the most widely adopted form of instruction currently in practice in most part of the world. The leading existing challenge in blended learning is students' inability to properly self-regulate their learning activities as self-regulati...
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| Main Authors: | , , , , , |
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| Format: | Conference or Workshop Item |
| Published: |
2021
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| Subjects: | |
| Online Access: | http://eprints.um.edu.my/35447/ https://www.scopus.com/inward/record.uri?eid=2-s2.0-85115112257&doi=10.1109%2feSmarTA52612.2021.9515758&partnerID=40&md5=d62b8a96cdf5114e473cde989071b24d |
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| Summary: | Blended learning has been considered the most effective and the most widely adopted form of instruction currently in practice in most part of the world. The leading existing challenge in blended learning is students' inability to properly self-regulate their learning activities as self-regulation has proven to be an integral competence for success in online learning environments. This study proposed a framework for designing students peer learning self-regulation strategy system for scaffolding student's online component studying for blended courses which has been identified as the main obstacle that is halting blended learning from reaching its climax in instructional excellence. The system was designed based on group affinity and learning potential structures; designing system functionalities to instigate group dynamics that influence small group learning, as well as incentivization in the form of codependency and peer-empath for combating reluctance to peer learning participation and social loafing. Experimental results show that students have achieved significantly higher academic scores and learning outcomes with the use of the proposed system. © 2021 IEEE. |
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