This article addresses the question of how to improve learning self-regulation processes in digital environments. The study proposes the use of metacognitive scaffolding, specifically through learning diaries, to guide students in ongoing reflection on their goals and progress.
This approach aims to strengthen the autonomy and engagement of university students in virtual learning settings, enabling them to manage their learning activities more effectively. The core question is whether this type of structured support positively impacts student performance and participation.
Learning in digital environments requires high levels of self-regulation, which can be challenging to develop without guidance. Implementing metacognitive scaffolding in the form of learning diaries has the potential to enhance the educational experience by fostering constant self-reflection and conscious decision-making throughout the learning process.
This method improves the quality of student participation and promotes the effective use of digital tools and encourages more consistent engagement among students, thus benefiting the overall learning environment.
The current body of research in digital education underscores the importance of personalization and tools that facilitate self-regulation in virtual settings. Previous studies suggest that the use of technologies for self-regulated learning, such as the design of metacognitive support environments, can help overcome challenges related to students’ goal planning and tracking.
Research by Zimmerman and Winne has already established the effectiveness of learning diaries as tools for self-awareness and strategy improvement. This study contributes to the existing evidence by applying metacognitive scaffolding in a university context and analyzing its impact through mixed methods, offering a practical and up-to-date perspective on the use of technologies for learning self-regulation.
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How to cite: Villalonga-Gómez, C., Mora-Cantallops, M., & Delgado-Reverón, L. (2023). Application of Metacognitive Scaffolding Based on Learning Diaries in E-learning. RIED. Revista Iberoamericana de Educación a Distancia, 26(2), 219–236. https://doi.org/10.5944/ried.26.2.36252
