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

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.

Keywords

• Blended learning
• flipped classrooms
• self-regulation
• learning strategy
• peer-learning
• group affinity