This study, based on the compensatory scaffolding model, explores how inclusion services and tutorial support affect online learning in students with SLDs. Hierarchical regression and moderation analyses show that institutional support predicts learning quality, while tutor interaction fosters engagement among low self-efficacy learners.
Melchiori, F.M., Faraoni, E., Pomponi, M. (2025). Fostering inclusion: the critical role of online tutors in supporting students with specific learning disorders. GIORNALE ITALIANO DI EDUCAZIONE ALLA SALUTE, SPORT E DIDATTICA INCLUSIVA, 9(1).
Fostering inclusion: the critical role of online tutors in supporting students with specific learning disorders
Pomponi, Milena
2025-01-01
Abstract
This study, based on the compensatory scaffolding model, explores how inclusion services and tutorial support affect online learning in students with SLDs. Hierarchical regression and moderation analyses show that institutional support predicts learning quality, while tutor interaction fosters engagement among low self-efficacy learners.File in questo prodotto:
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