Scaffolding Self-Regulated Learning in Student-Generated Questioning Using Mobile Phones

Autor/inn/en	Song, Donggil; Glazewski, Krista
Titel	Scaffolding Self-Regulated Learning in Student-Generated Questioning Using Mobile Phones
Quelle	In: Education and Information Technologies, 28 (2023) 8, S.10781-10802 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Song, Donggil)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1360-2357
DOI	10.1007/s10639-023-11627-6
Schlagwörter	Foreign Countries; Elementary School Students; Grade 7; Scaffolding (Teaching Technique); Independent Study; Questioning Techniques; Handheld Devices; Telecommunications; Reading Comprehension; Learning Activities; Scores; Student Experience; Student Participation; Control Groups; Direct Instruction; Teachers; Outcomes of Education; Reading Improvement; Metacognition; Kenya + Suchen Sie Ihr Suchwort? Ausland; School year 07; 7. Schuljahr; Schuljahr 07; Selbststudium; Befragungstechnik; Fragetechnik; Telekommunikationstechnik; Leseverstehen; Lernaktivität; Studienerfahrung; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Direct instructional procedues; Direct instructional approach; Unterrichtsverfahren; Lehrer; Lehrerin; Lehrende; Lernleistung; Schulerfolg; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Kenia
Abstract	Focusing on the sustainability and affordability when using information technology, the mechanism of student-generated questioning (SGQ) and scaffolding for SGQ in reading comprehension tasks were explored within the self-regulated learning framework in this study. We employed a mixed methods design to examine the effects of scaffolding in an SGQ activity on (a) test scores of reading comprehension, (b) the quality of student-generated questions, and (c) participants' experience. Seventy-four 7th graders from a primary school in Kenya participated in this study. They were assigned to one of three groups: (a) SGQ with Scaffolding, (b) SGQ without Scaffolding, and (c) Direct Instruction with Teacher Questioning. As an affordable and sustainable technology solution, low-cost text message-capable mobile phones were employed to support SGQ. Data were collected from the quizzes and posttest of reading comprehension, student surveys, selected teacher/student interviews, and class observation. Statistical analyses showed that SGQ with scaffolding had a positive effect on learning outcomes and the quality of student-generated questions. The analysis of quantitative and qualitative data yielded that SGQ improves reading comprehension levels through the engaged reading with the support of metacognitive guidance. (As Provided).
Anmerkungen	Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01