The Effect of Instructor Metacognitive Scaffolding on Students’ Learning Performance in Facebook Learning Environment

Abstract

Learning in online environment without the presence of an instructor to provide assistance and guidance may challenge the students to keep engage and stay focus on their learning goals especially in a social media learning environment such as Facebook. Although learning in Facebook is students-centred, the presence of instructor to provide metacognitive scaffolding to encourage them to involve in learning regulation is important for better academic performance. The present study sought to address the effect of instructor metacognitive scaffolding on students learning performance in Facebook learning environment by adopting pre-experimental research design. A Facebook group was introduced to thirteen undergraduate students in their Instructional and Learning Technology course. Data were collected through online observation and by conducting pre-and post-learning performance tests. It was found that instructor’s metacognitive scaffolding that focuses on the process of learning had a significant relationship with students’ learning performance and that instructor metacognitive scaffolding has an effect on students’ learning performances. Students were able to focus on learning with the guidance of instructor and through focusing in learning and thus they were able to perform better in their academic achievement