Home // International Journal On Advances in Telecommunications, volume 12, numbers 3 and 4, 2019 // View article
Authors:
Takeshi Matsuda
Mitsuru Kimoto
Ken Kuriyama
Keywords: Online learner support; e-learning; self-regulated learning; fading; minimum supprt model
Abstract:
Mentoring support for students who use self-regulated, home-based e-learning often leads to the students becoming too dependent on that support. This paper describes a pilot study that examined the minimum level of mentoring that junior high school students needed to keep to a home-based e-learning program, with a view to informing a “fading” strategy that will leave students not needing any support. The study was done over two months and involved four e-mentors and 14 students at a “Juku” (private preparatory school) in Japan. Data gathered from the e-learning system’s log as well as the results of questionnaires and interviews were used to specify the minimum support model. Three major patterns or types of learning were identified. The study concluded that the pattern where students are reminded by mentors to start their learning sessions but are thereafter left to their own devices indicates the minimum level of support needed.
Pages: 40 to 50
Copyright: Copyright (c) to authors, 2019. Used with permission.
Publication date: December 30, 2019
Published in: journal
ISSN: 1942-2601