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The extended POEE scaffolding approach, in this study, has been conceptualized as an implicit guide to support the process of guided inquiry for learning particular science concepts. Digital tools were sourced and integrated into this design framework to substitute for the support typically offered by teachers and peers in classrooms.<\/jats:p>\n<\/jats:sec>\n<jats:sec>\n<jats:title content-type=\"abstract-subheading\">Findings<\/jats:title>\n<jats:p>The findings suggest that the POEE pedagogical design facilitated the inquiry process through promoting self-regulation and engaged exploration. It also promoted positive emotions in students towards the scaffolded learning modules.<\/jats:p>\n<\/jats:sec>\n<jats:sec>\n<jats:title content-type=\"abstract-subheading\">Originality\/value<\/jats:title>\n<jats:p>Integrating technologies that benefit students differentially in educational settings remains a considerable challenge. More specifically, in science education, an appropriate inquiry learning context that allows access to well informed pedagogical design is imperative. The application of this inquiry-based scaffolding framework can inform educators in the process of creating their own instructional designs and contexts to provide more effective guided learning.<\/jats:p>\n<\/jats:sec>","DOI":"10.1108\/itse-11-2021-0195","type":"journal-article","created":{"date-parts":[[2022,4,18]],"date-time":"2022-04-18T03:00:08Z","timestamp":1650250808000},"page":"482-509","source":"Crossref","is-referenced-by-count":17,"title":["Fostering self-regulation and engaged exploration during the learner-content interaction process: the role of scaffolding in the online inquiry-based learning environment"],"prefix":"10.1108","volume":"19","author":[{"given":"Md Abdullah Al","family":"Mamun","sequence":"first","affiliation":[],"role":[{"vocabulary":"crossref","role":"author"}]}],"member":"140","published-online":{"date-parts":[[2022,4,19]]},"reference":[{"key":"key2022102505492316300_ref001","first-page":"51","article-title":"A study on addressing students\u2019 misconceptions about condensation using the Predict-Discuss-Explain-Observe-Discuss-Explain (PDEODE) strategy","volume-title":"Overcoming Students\u2019 Misconceptions in Science","year":"2017"},{"key":"key2022102505492316300_ref002","volume-title":"How Effective and Efficient is a Virtual Lab Compared to a Remote Lab in Inquiry Learning Environment?\\?}","year":"2021"},{"key":"key2022102505492316300_ref082a","doi-asserted-by":"publisher","article-title":"The role of scaffolding in the instructional design of online, self-directed, inquiry-based learning environments: student engagement and learning approaches","year":"2018","DOI":"10.14264\/uql.2018.607"},{"issue":"103695","key":"key2022102505492316300_ref044a","doi-asserted-by":"publisher","DOI":"10.1016\/j.compedu.2019.103695","article-title":"Instructional design of scaffolded online learning modules for self-directed and inquiry-based learning environments","volume":"144","year":"2020","journal-title":"Computers & Education"},{"issue":"104398","key":"key2022102505492316300_ref044aa","doi-asserted-by":"publisher","DOI":"10.1016\/j.compedu.2021.104398","article-title":"Exploration of learner-content interactions and learning approaches: the role of guided inquiry in the self-directed online environments","volume":"178","year":"2022","journal-title":"Computers & Education"},{"issue":"1","key":"key2022102505492316300_ref003","doi-asserted-by":"publisher","DOI":"10.1007\/s40573-020-00116-9","article-title":"Investigating dynamic visualizations of multiple representations using mobile video analysis in physics lessons","volume":"26","year":"2020","journal-title":"Zeitschrift F\u00fcr Didaktik Der Naturwissenschaften"},{"key":"key2022102505492316300_ref004","doi-asserted-by":"publisher","first-page":"111","DOI":"10.1007\/978-3-658-27602-7_7","article-title":"Learning by doing? 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