Scaffolding Self-Regulated Learning Through Tutoring

M.L. Nugteren, Halszka Jarodzka, L. Kester, Jeroen J. G. van Merrienboer

Research output: Contribution to conferencePaperOther research output

Abstract

Tutoring has proven to be a successful scaffolding technique for teaching pre-determined domain-specific skills (e.g., Cohen, Kulik, & Kulik, 1982). However, ideally, students should be able to regulate their learning process themselves. Therefore, we investigate if tutoring also supports the acquisition of self-regulated learning skills. In a first study, we investigated which problems students encounter when acquiring self-regulated learning skills without guidance. Second, we tried to address these problems with an electronic tutoring system. In this system, a pedagogical agent gave students feedback and advice. Three different types of advice and feedback were tested.
Original languageEnglish
Publication statusUnpublished - 2016
EventAERA 2016 - Washington D.C., United States
Duration: 8 Apr 201612 Apr 2016

Conference

ConferenceAERA 2016
Country/TerritoryUnited States
CityWashington D.C.
Period8/04/1612/04/16

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