This article by Villalonga-Gómez, Mora-Cantallops, and Delgado-Reverón (2023) explores how metacognitive scaffolding based on learning diaries can support self-regulation in virtual university learning environments.
Grounded in a student-centred learning framework, the authors start from the premise that studying online requires more intensive planning, monitoring, and adjustment of strategies than face-to-face modalities. To address this, they design a scaffolding approach with guided questions before, during, and after modules and activities, complemented by timely instructor feedback (within 48 hours), with the aim of sustaining continuous and conscious reflection on students’ own learning processes.
Methodologically, the study follows a sequential mixed-methods design implemented in a master’s-level course. A control group (n = 50) followed the usual teaching methodology, while an experimental group (n = 51) used learning diaries as a scaffolding tool. Qualitative analysis of the diary entries shows that students link their progress to the activation of prior knowledge, realistic time management (strongly conditioned by work commitments and other courses), and the definition of concrete learning goals.
At the quantitative level, comparative results indicate significant improvements in favour of the experimental group in practical activities (especially tasks 2 and 3), participation, and platform use (higher overall access, more visits to content and grades). However, no significant differences were found in final exam results or in the use of communication tools such as forums or videoconferencing.
Overall, the study suggests that learning diaries, when integrated as metacognitive scaffolding, increase student engagement and contribute to a more homogeneous learning experience, particularly by enhancing learning by doing and course follow-up. At the same time, the authors clearly delineate the scope of their findings: the impact is more evident in learning processes and practical outputs than in final assessments, and questions remain regarding generalisability to other contexts, potential novelty effects, and the direct measurement of learning outcomes.
The proposal is valuable as a techno-pedagogical strategy to strengthen self-regulation in e-learning and points towards future lines of research in which learning analytics and automated techniques (e.g., NLP) could scale the analysis of learning diaries and optimise feedback processes.
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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
