Get 20M+ Full-Text Papers For Less Than $1.50/day. Start a 14-Day Trial for You or Your Team.

Learn More →

Fostering self-regulation and engaged exploration during the learner-content interaction process: the role of scaffolding in the online inquiry-based learning environment

Fostering self-regulation and engaged exploration during the learner-content interaction process:... This study aims to present a scaffolding framework incorporating sophisticated technology that can inform instructional design to support student inquiry learning in the self-regulated online environment.Design/methodology/approachThe classic predict, observe and explain (POE) framework has been extended through the incorporation of an additional evaluate (E) phase into the model to enhance the self-regulated online learning environment. The extended POEE scaffolding approach, in this study, has been conceptualized as an implicit guide to support the process of guided inquiry for learning particular science concepts. Digital tools were sourced and integrated into this design framework to substitute for the support typically offered by teachers and peers in classrooms.FindingsThe findings suggest that the POEE pedagogical design facilitated the inquiry process through promoting self-regulation and engaged exploration. It also promoted positive emotions in students towards the scaffolded learning modules.Originality/valueIntegrating technologies that benefit students differentially in educational settings remains a considerable challenge. More specifically, in science education, an appropriate inquiry learning context that allows access to well informed pedagogical design is imperative. The application of this inquiry-based scaffolding framework can inform educators in the process of creating their own instructional designs and contexts to provide more effective guided learning. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Interactive Technology and Smart Education Emerald Publishing

Fostering self-regulation and engaged exploration during the learner-content interaction process: the role of scaffolding in the online inquiry-based learning environment

Download PDF
28 pages

Loading next page...
 
/lp/emerald-publishing/fostering-self-regulation-and-engaged-exploration-during-the-learner-tdixfW5wBd
Publisher
Emerald Publishing
Copyright
© Emerald Publishing Limited
ISSN
1741-5659
eISSN
1741-5659
DOI
10.1108/itse-11-2021-0195
Publisher site
See Article on Publisher Site

Abstract

This study aims to present a scaffolding framework incorporating sophisticated technology that can inform instructional design to support student inquiry learning in the self-regulated online environment.Design/methodology/approachThe classic predict, observe and explain (POE) framework has been extended through the incorporation of an additional evaluate (E) phase into the model to enhance the self-regulated online learning environment. The extended POEE scaffolding approach, in this study, has been conceptualized as an implicit guide to support the process of guided inquiry for learning particular science concepts. Digital tools were sourced and integrated into this design framework to substitute for the support typically offered by teachers and peers in classrooms.FindingsThe findings suggest that the POEE pedagogical design facilitated the inquiry process through promoting self-regulation and engaged exploration. It also promoted positive emotions in students towards the scaffolded learning modules.Originality/valueIntegrating technologies that benefit students differentially in educational settings remains a considerable challenge. More specifically, in science education, an appropriate inquiry learning context that allows access to well informed pedagogical design is imperative. The application of this inquiry-based scaffolding framework can inform educators in the process of creating their own instructional designs and contexts to provide more effective guided learning.

Journal

Interactive Technology and Smart Education – Emerald Publishing

Published: Oct 27, 2022

Keywords: Sciences; E-learning; Simulation; Web-based learning; Scaffolding; Guided inquiry; Learner-content interaction; Self-regulated learning; Science concepts; Predict observe explain (POE)

References

  • A study on addressing students’ misconceptions about condensation using the Predict-Discuss-Explain-Observe-Discuss-Explain (PDEODE) strategy
    Abdullah, M.N.S.; Nayan, N.A.M.; Hussin, F.M.; Karpudewan, M.; Zain, A.N.M.; Chandrasegaran, A.L.
  • The role of scaffolding in the instructional design of online, self-directed, inquiry-based learning environments: student engagement and learning approaches
    Al Mamun, M.A.
  • Instructional design of scaffolded online learning modules for self-directed and inquiry-based learning environments
    Al Mamun, M.A.; Lawrie, G.; Wright, T.
  • Exploration of learner-content interactions and learning approaches: the role of guided inquiry in the self-directed online environments
    Al Mamun, M.A.; Lawrie, G.; Wright, T.
  • Investigating dynamic visualizations of multiple representations using mobile video analysis in physics lessons
    Becker, S.; Klein, P.; Gößling, A.; Kuhn, J.
  • Learning by doing? Reflections on conducting a systematic review in the field of educational technology
    Bedenlier, S.; Bond, M.; Buntins, K.; Zawacki-Richter, O.; Kerres, M.; Zawacki-Richter, O.; Kerres, M.; Bedenlier, S.; Bond, M.; Buntins, K.
  • A meta-analysis of three types of interaction treatments in distance education
    Bernard, R.M.; Abrami, P.C.; Borokhovski, E.; Wade, C.A.; Tamim, R.M.; Surkes, M.A.; Bethel, E.C.
  • University students’ profiles of online learning and their relation to online metacognitive regulation and internet-specific epistemic justification
    Binali, T.; Tsai, C.C.; Chang, H.Y.
  • Challenges in supporting self-regulation in distance education environments
    Bol, L.; Garner, J.K.
  • The four pillars of tertiary student engagement and success: a holistic measurement approach
    Bowden, J.L.-H.; Tickle, L.; Naumann, K.
  • Learning by doing: the long-term impact of experiential learning programs on student success
    Bradberry, L.A.; De Maio, J.
  • Using thematic analysis in psychology
    Braun, V.; Clarke, V.
  • Modeling student learning behavior patterns in an online science inquiry environment
    Brenner, D.G.; Matlen, B.J.; Timms, M.J.; Gochyyev, P.; Grillo-Hill, A.; Luttgen, K.; Varfolomeeva, M.
  • Students use of the PSOE model to understand weather and climate
    Brown, P.L.; Concannon, J.
  • Tools for science inquiry learning: tool affordances, experimentation strategies, and conceptual understanding
    Bumbacher, E.; Salehi, S.; Wieman, C.; Blikstein, P.
  • Water molecules
  • Linking positive emotions and academic performance: the mediated role of academic psychological capital and academic engagement
    Carmona-Halty, M.; Salanova, M.; Llorens, S.; Schaufeli, W.B.
  • The role of social annotation in facilitating collaborative inquiry-based learning
    Chan, J.W.W.; Pow, J.W.C.
  • An IRS-facilitated collective issue-quest approach to enhancing students’ learning achievement, self-regulation and collective efficacy in flipped classrooms
    Chen, P.-Y.; Hwang, G.-J.
  • From reflective observation to active learning: a mobile experiential learning approach for environmental science education
    Cheng, S.-C.; Hwang, G.-J.; Chen, C.-H.
  • Teacher questioning in science classrooms: approaches that stimulate productive thinking
    Chin, C.
  • Self-regulation in three types of online interaction: a scale development
    Cho, M.-H.; Cho, Y.
  • Instructional improv to analyze inquiry-based science teaching: Zed’s dead and the missing flower
    Dahn, M.; Lee, C.; Enyedy, N.; Danish, J.
  • Flourishing is associated with higher academic achievement and engagement in Filipino undergraduate and high school students
    Datu, J.A.D.
  • Science as subject-matter and as method
    Dewey, J.
  • Literature review: the role of the teacher in inquiry-based education
    Dobber, M.; Zwart, R.; Tanis, M.; van Oers, B.
  • Pupils and paradigms: a review of literature related to concept development in adolescent science students
    Driver, R.; Easley, J.
  • Attentional guidance from two representations of the same or different dimensions in visual working memory
    Fan, L.; Xu, M.; Hasan, N.; Ul; Sun, M.; Zhang, X.
  • School engagement: potential of the concept, state of the evidence
    Fredricks, J.A.; Blumenfeld, P.C.; Paris, A.H.
  • Scaffolded online learning modules for milliequivalency and milliosmolarity
    Garren, T.L.; Skylstad, K.
  • Visualization: an emergent field of practice and enquiry in science education
    Gilbert, J.K.; Gilbert, J.K.; Reiner, M.; Nakhleh, M.
  • The contribution of visualisation to modelling-based teaching
    Gilbert, J.K.; Justi, R.; Gilbert, J.K.
  • Putting scaffolding to work: the contribution of scaffolding in articulating ESL education
    Hammond, J.; Gibbons, P.
  • A phenomenographic investigation of teacher conceptions of student engagement in learning
    Harris, L.R.
  • Critical attitude and ability associated with students’ self-confidence and attitude toward ‘predict-observe-explain’ online science inquiry learning
    Hong, J.C.; Hsiao, H.S.; Chen, P.H.; Lu, C.C.; Tai, K.H.; Tsai, C.R.
  • A WSQ-based flipped learning approach to improving students’ dance performance through reflection and effort promotion
    Hsia, L.-H.; Hwang, G.-J.; Lin, C.-J.
  • Measures for recommendations based on past students’ activity
    Huptych, M.; Bohuslavek, M.; Hlosta, M.; Zdrahal, Z.
  • Effects of a collective problem-solving promotion-based flipped classroom on students’ learning performances and interactive patterns
    Hwang, G.-J.; Chen, P.-Y.
  • The development of chemistry teaching: a changing response to changing demand
    Johnstone, A.H.
  • Investigation of community of inquiry framework in regard to self-regulation, metacognition and motivation
    Kilis, S.; Yıldırım, Z.
  • Effects of learner interaction with learning dashboards on academic performance in an e-learning environment
    Kokoç, M.; Altun, A.
  • The effect of inquiry-based collaborative learning and inquiry-based online collaborative learning on success and permanent learning of students
    Korkman, N.M.
  • Examining communities of inquiry in massive open online courses: the role of study strategies
    Kovanović, V.; Joksimović, S.; Poquet, O.; Hennis, T.; de Vries, P.; Hatala, M.; Gašević, D.
  • Learning science by doing science: an authentic science process-learning model in postsecondary education
    Labouta, H.I.; Kenny, N.A.; Li, R.; Anikovskiy, M.; Reid, L.; Cramb, D.T.
  • Strategies for enhancing self-regulation in e-learning: a review of selected journal publications from 2010 to 2020
    Lai, C.-L.; Hwang, G.-J.
  • The effects of computer-supported self-regulation in science inquiry on learning outcomes, learning processes, and self-efficacy
    Lai, C.-L.; Hwang, G.-J.; Tu, Y.-H.
  • How the Predict-Observe-Explain (POE) learning strategy remediates students’ misconception on temperature and heat materials?
    Latifah, S.; Irwandani, I.; Saregar, A.; Diani, R.; Fiani, O.; Widayanti, W.; Deta, U.A.
  • Development of scaffolded online modules to support self-regulated learning in chemistry concepts
    Lawrie, G.A.; Schultz, M.; Bailey, C.H.; Mamun, M.A.A.; Micallef, A.S.; Williams, M.; Wright, A.H.; Schultz, M.; Schmid, S.; Holme, T
  • Inquiry learning
    Lazonder, A.W.; Spector, M.; Merrill, M.D.; Elen, J.; Bishop, M.J.
  • How dynamic visualization technology can support molecular reasoning
    Levy, D.
  • Experiences matter: positive emotions facilitate intrinsic motivation
    Løvoll, H.S.; Røysamb, E.; Vittersø, J.
  • ChemVoyage: a web-based, simulated learning environment with scaffolding and linking visualization to conceptualization
    McRae, C.; Karuso, P.; Liu, F.
  • The effect of guided inquiry learning and cognitive style on science learning achievement
    Margunayasa, I.G.; Dantes, N.; Marhaeni, I.N.; Suastra, I.W.
  • Usefulness of concept maps in college chemistry laboratories: students’ perceptions and effects on achievement
    Markow, P.G.; Lonning, R.A.
  • Interventions to support learning from multiple external representations
    Meter, P.V.; Stepanik, N.
  • Re-conceptualizing emotion and motivation to learn in classroom contexts
    Meyer, D.K.; Turner, J.C.
  • Modelling students’ effort using behavioral data
    Moissa, B.; Bonnin, G.; Castagnos, S.; Boyer, A.
  • Next-Generation molecular workbench
  • Three types of interaction
    Moore, M.G.
  • Life satisfaction and academic performance in early adolescents: evidence for reciprocal association
    Ng, Z.J.; Huebner, S.E.; Hills, K.J.
  • Emotional creativity as predictor of intrinsic motivation and academic engagement in university students: the mediating role of positive emotions
    Oriol, X.; Amutio, A.; Mendoza, M.; Da Costa, S.; Miranda, R.
  • Positive emotions, autonomy support and academic performance of university students: the mediating role of academic engagement and self-efficacy
    Oriol-Granado, X.; Mendoza-Lira, M.; Covarrubias-Apablaza, C.G.; Molina-López, V.M.
  • States of matter: basics
  • Guidance in computer-supported collaborative inquiry learning: capturing aspects of affect and teacher support in science classrooms
    Pietarinen, T.; Palonen, T.; Vauras, M.
  • Development of the heat and energy concept inventory: preliminary results on the prevalence and persistence of engineering students’ misconceptions
    Prince, M.; Vigeant, M.; Nottis, K.
  • Connection making between multiple graphical representations: a multi-methods approach for domain-specific grounding of an intelligent tutoring system for chemistry
    Rau, M.A.; Michaelis, J.E.; Fay, N.
  • A teacher-focused intervention to enhance students’ classroom engagement
    Reeve, J.; Cheon, S.H.; Jang, H.-R.
  • Intrinsic and extrinsic motivations: classic definitions and new directions
    Ryan, R.M.; Deci, E.L.
  • Living well: a self-determination theory perspective on Eudaimonia
    Ryan, R.M.; Huta, V.; Deci, E.L.
  • Student’s learning outcomes through the application of guided inquiry learning model based on scientific approach in fundamental chemical laws
    Said, I.; Hamzah, B.; Kade, A.; Ratman, R.; Ningsih, P.
  • Enhancing online class student engagement through discussion
    Shu, F.; Zhao, C.; Wan, L.; Popescu, E.
  • A motivational perspective on engagement and disaffection: conceptualization and assessment of children’s behavioral and emotional participation in academic activities in the classroom
    Skinner, E.A.; Kindermann, T.A.; Furrer, C.J.
  • Two kinds of meaningful multimedia learning: is cognitive activity alone as good as combined behavioral and cognitive activity?
    Skuballa, I.T.; Dammert, A.; Renkl, A.
  • Inquiry-based learning and E-learning: how to serve high and low achievers
    Sotiriou, S.A.; Lazoudis, A.; Bogner, F.X.
  • Guided inquiry assisted by metacognitive questions to improve metacognitive skills and students conceptual understanding of chemistry
    Syahmani, P.; Saadi, D.; Clarita, A.; Sholahuddin
  • Ideas about ionisation energy: a diagnostic instrument
    Taber, K.S.
  • The role of perceived classroom goal structures, self-efficacy, and engagement in student science achievement
    Uçar, F.M.; Sungur, S.
  • The implications of two conceptions of happiness (hedonic enjoyment and eudaimonia) for the understanding of intrinsic motivation
    Waterman, A.S.; Schwartz, S.J.; Conti, R.
  • Students’ guided inquiry with simulation and its relation to school science achievement and scientific literacy
    Wen, C.T.; Liu, C.C.; Chang, H.Y.; Chang, C.J.; Chang, M.H.; Chiang, S.H.F.; Yang, C.W.; Hwang, F.K.
  • The role of tutoring in problem solving
    Wood, D.; Bruner, J.S.; Ross, G.
  • Learner-content interaction in distance education: the weakest link in interaction research
    Xiao, J.
  • The effects of instructional support and learner interests when learning using computer simulations
    Yaman, M.; Nerdel, C.; Bayrhuber, H.
  • A framework for self-regulated digital learning (SRDL)
    Yen, M.-H.; Chen, S.; Wang, C.-Y.; Chen, H.-L.; Hsu, Y.-S.; Liu, T.-C.
  • Profiling self-regulation behaviors in STEM learning of engineering design
    Zheng, J.; Xing, W.; Zhu, G.; Chen, G.; Zhao, H.; Xie, C.
  • Effects of personalised feedback approach on knowledge building, emotions, co-regulated behavioural patterns and cognitive load in online collaborative learning
    Zheng, L.; Zhong, L.; Niu, J.
  • Self-regulated learning and performance: an introduction and an overview
    Zimmerman, B.J.; Schunk, D.H.; Zimmerman, B.J.; Schunk, D.H.
  • Approach-avoidance motivation in personality: approach and avoidance temperaments and goals
    Elliot, A.J.; Thrash, T.M.
  • A novel instructional sequence for interactive simulations (ISIS): developing conceptual understanding in physics education in China within a context of curricular reform
    Geelan, D.R.; Fan, X.
  • Innovations to adjust mental models in chemistry
  • Instructional scaffolding in online learning environment: a meta-analysis
    Jumaat, N.F.; Tasir, Z.
  • Feedback as real-time constructions
    Keiding, T.B.; Qvortrup, A.
  • Self-regulated out-of-class language learning with technology
    Lai, C.; Gu, M.
  • Achieving excellence in teaching through scaffolding learner competence
    McLoughlin, C.
  • Academic performance as a function of approaches to studying and affect in studying
    Rogaten, J.; Moneta, G.B.; Spada, M.M.
  • Relationships of personality, affect, emotional intelligence and coping with student stress and academic success: different patterns of association for stress and success
    Saklofske, D.H.; Austin, E.J.; Mastoras, S.M.; Beaton, L.; Osborne, S.E.
  • Metacognition, achievement goals, study strategies and academic achievement: pathways to achievement
    Vrugt, A.; Oort, F.J.