Scaffolding the Appropriation of Self-regulatory Activity: A Socio-cultural Analysis of Changes in Teacher–student Discourse about a Graduate Research Portfolio |
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| Authors: | Allyson Fiona Hadwin Lori Wozney Oonagh Pontin |
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| Institution: | (1) Faculty of Education, University of Victoria, Victoria, BC, Canada;(2) Concordia University, Montreal, Canada;(3) University of Victoria, Victoria, Canada |
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| Abstract: | This study informs the design and development of pedagogical agents that can flexibly support self-regulation by calibrating
guidance to specific phases and facets of self-regulated learning (SRL) as individuals encounter challenges and develop more
sophisticated understandings of the task and content. From a socio-cultural perspective of self-regulation, we examine the
transition of self-regulatory control from teacher to graduate student during naturalistic instructional conferences. Three
goals included (a) examining teacher–student dialogue about a complex task to see if fading actually occurs, (b) examining
whether support and fading of support are calibrated to specific phases of the self-regulatory process at a given point in
time, and (c) examining techniques used for scaffolding and fading scaffolding directed toward specific phases and facets
(behavioral, cognitive, metacognitive and motivational) of the self-regulatory cycle. Findings support a socio-cultural perspective
of SRL demonstrating a transition from teacher to student regulation across phases and facets of SRL. The paper concludes
with an examination of how our findings can inform the design of computer-based scaffolds that can support SRL. |
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