Instructional Science

, Volume 33, Issue 5–6, pp 513–540

Using Web-based Pedagogical Tools as Scaffolds for Self-regulated Learning


DOI: 10.1007/s11251-005-1278-3

Cite this article as:
Dabbagh, N. & Kitsantas, A. Instr Sci (2005) 33: 513. doi:10.1007/s11251-005-1278-3


The purpose of the present study was to confirm previous research findings that different categories of Web-based pedagogical tools (WBPT) (e.g., collaborative and communication tools, content creation and delivery tools) supported different self-regulated learning (SRL) processes (e.g., goal setting, self-monitoring), and to further examine which WBPT were most effective in supporting student SRL while completing course assignments. The sample surveyed consisted of 65 students enrolled in three distributed courses. A mixed methods methodological approach was implemented. As expected, quantitative analyses confirmed that different WBPT supported different SRL processes. In addition, analyses of qualitative data collected revealed that WBPT were highly effective in activating the use of SRL processes necessary to support specific types of learning tasks required for completion of course assignments. Educational implications for using WBPT as scaffolds for SRL are discussed.


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Copyright information

© Springer 2005

Authors and Affiliations

  1. 1.Associate Professor of Instructional Technology, Graduate School of EducationGeorge Mason UniversityFairfaxUSA
  2. 2.Associate Professor of Educational Psychology, Graduate School of EducationGeorge Mason UniversityFairfaxUSA

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