An Approach for Scaffolding Students Peer-Learning Self-Regulation Strategy in the Online Component of Blended Learning

The implementation of blended learning in higher educational institutions is increasing due to its perceived effectiveness affording the benefits both face-to-face traditional mode and fully online instructions. However, leading challenge associated with component students' inability properly self-regulate their activities as self-regulation has been an integral competence for success environments. Research on supporting rise, but these approaches have primarily focused designing systems techniques support students self-regulated not provided solutions strategies, more importantly peer-learning strategy. lack peer strategy hallmark challenges instruction. This study proposed approach scaffolding learning. involves forming groups based potential affinity structures; leveraging design system features instigate group dynamic elements facilitating motivating small peer-learning, well promoting pro-social behavior by offering incentives combating inherent problems reluctance participation. An experiment involving 120 university Students shows that effective scaffold preparing inspiring so prevent social loafing refusal participate; secondly facilitate engage actual discussion. experimental results show significant improvement academic performance using this approach. In addition, our recommendations future research.