Designing Self-Regulated Learning Scaffolds in Distance Education: Enhancing Student Engagement and Online Persistence
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Distance education, self-regulated learning, instructional scaffolding, online engagement, learning design, student persistence.
Abstract
The transition to distance education requires learners to possess high levels of autonomy and self-regulated learning (SRL) capabilities. However, many distance learners struggle with time management, goal setting, and cognitive fatigue due to physical isolation and the absence of real-time instructional pacing. While most online learning environments focus on content delivery, few systematically incorporate instructional scaffolds to support SRL processes. This study investigates the impact of integrating structured SRL scaffolding—comprising goal-setting templates, weekly reflective prompts, and automated progress feedback—into a 12-week distance education course. Using a mixed-methods approach with 142 undergraduate students, we evaluated changes in student engagement, self-efficacy, and academic persistence. Quantitative results revealed a significant improvement in academic task completion and course persistence among students exposed to SRL scaffolding compared to the control group. Qualitative feedback highlighted that metacognitive reflection prompts reduced feelings of transactional distance and enhanced study discipline. These findings suggest that designing intentionally scaffolded learning environments is critical for fostering long-term engagement and reducing dropout rates in digital and distance higher education.
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