Scaffold Student Success in Online Learning through Metacognitive Prompting and Reflective Journaling
Strategy Description
Student self-regulation, or the ability of students to self-direct and monitor their learning behaviors, has been shown to be a viable predictor for significant learning (Shea & Bidjerano, 2012) and accounts for significant portions of the variance in learning outcomes (Wertz, 2014).
Date Created
10-4-2018
Pedagogical Category
Course Content
Rights
This work is licensed under a Creative Commons Attribution-Noncommercial-Share Alike 4.0 License.
Recommended Citation
Hamilton, Diane, "Scaffold Student Success in Online Learning through Metacognitive Prompting and Reflective Journaling" (2018). Teaching Online Pedagogical Repository. 59.
https://stars.library.ucf.edu/topr/59
Accessibility Statement
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