Title: Effects of the use of a flexible metacognitive scaffolding on self-regulated learning during virtual education
Authors: Christian Hederich-Martínez; Omar López-Vargas; Angela Camargo-Uribe
Addresses: Universidad Pedagógica Nacional, Calle 72 No. 12-86, Bogotá, Colombia ' Universidad Pedagógica Nacional, Calle 72 No. 12-86, Bogotá, Colombia ' Universidad Pedagógica Nacional, Calle 72 No. 12-86, Bogotá, Colombia
Abstract: This research explores the influence that the use of a flexible metacognitive scaffolding, developed specifically for this project, exerts upon online university courses, of declarative and procedural content, and upon students with different cognitive styles in the field dependence-independence (FDI) dimension on their achievement and self-regulated learning abilities. Fifty-one postgraduate students from an official university of Bogotà participated in this study. The group embedded figures test (GEFT) was used to measure the cognitive style and the motivated strategies for learning questionnaire (MSLQ) was used to measure self-regulation. Academic achievement was obtained through evaluations conducted in the computational scenario. The scaffolding recorded the time dedicated to the course, assignment submissions, and course enrolment numbers. Analysis of covariance was conducted for the treatment of data. The findings indicate that students obtained higher learning achievements in procedural knowledge courses, as well as in some indicators of dedication and permanence.
Keywords: self-regulated-learning; metacognitive scaffolding; virtual education; cognitive styles; learning achievement; e-learning; electronic learning; online learning; higher education; declarative content; procedural content; motivation; online courses.
International Journal of Technology Enhanced Learning, 2016 Vol.8 No.3/4, pp.199 - 216
Received: 19 Jan 2016
Accepted: 11 Jul 2016
Published online: 18 Feb 2017 *