As a teaching-learning construct, self-regulated learning (SRL) scaffolding is bringing out potential ways for effective implementations of technology-enhanced learning, where learners have more autonomy and teaching-learning support is more mediated by technology. However, there is a clear lack in the explicit conceptualisation of SRL scaffolding as a systemic whole construct. Recognising that teaching-learning systems are complex meaning-making environments with multiple perspectives and roles, this paper proposes a framework called SRL-SF, a two-level framework approaching the explicit conceptualisation and informing the systemic implementation of 'SRL scaffolding'. To elaborate this framework, we extensively reviewed foundational literature and meticulously refined various alignment and integration issues. Our major concern is to provide a groundwork for designing 'SRL scaffolds' that enhances capabilities of both teachers and learners as well as technologies.
Boumediene et al. (Thu,) studied this question.