You are here:

Scaffolding the Development of Students' Cognitive Self-Regulatory Skills
PROCEEDINGS

, , Edith Cowan University, Australia

EdMedia + Innovate Learning, in Denver, Colorado, USA ISBN 978-1-880094-45-7 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC

Abstract

Increasingly, universities are being asked by industry, government and funding authorities to help prepare students for industry with appropriate professional and life long learning skills. How can tertiary educators design and implement learning activities to help promote the development of these skills? In this paper we investigate a method of scaffolding the development of these skills through a conceptual framework based on self-regulated learning. This framework is applied to a third year higher education learning environment, and supported with a variety of on-line tools to scaffold students learning. These include an on-line validated professional skills testing instrument, an on-line self and peer assessment journals which are consolidated into streamlined reports for the tutor, and on-line student contracts, designed to encourage commitment and strategy formation early in the semester.

Citation

Luca, J. & McMahon, M. (2002). Scaffolding the Development of Students' Cognitive Self-Regulatory Skills. In P. Barker & S. Rebelsky (Eds.), Proceedings of ED-MEDIA 2002--World Conference on Educational Multimedia, Hypermedia & Telecommunications (pp. 1299-1304). Denver, Colorado, USA: Association for the Advancement of Computing in Education (AACE). Retrieved June 16, 2019 from .

Keywords

References

View References & Citations Map

These references have been extracted automatically and may have some errors. Signed in users can suggest corrections to these mistakes.

Suggest Corrections to References