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Supporting self-regulation in courses in Instructional Technology PROCEEDINGS

, University of South Africa, South Africa ; , University of Johannesburg, South Africa

World Conference on Educational Multimedia, Hypermedia and Telecommunications, in Montreal, Canada ISBN 978-1-880094-56-3 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA

Abstract

Self-regulated learning has been related to academic achievement across age and educational groups. Learners that are self-regulated take responsibility for their own learning and exhibit higher and deeper levels of learning than non-self-regulated learners. Instructors can, in their actions of teaching and mediating learning, facilitate and accommodate the development of self-regulation skills. In this paper we attempt to answer the question "To what extent is self-regulation supported in a Masters course in Instructional Technology"? We identify the characteristics of self-regulated learners and describe instructional strategies that could be implemented to support self-regulation in blended courses. This theoretical explication informs the design and construction of a set of instruments that are used over a period of an academic year to determine the levels of self-regulation among the learners of the course and the extent to which self-regulation is supported in this course.

Citation

Van wyk, M. & Van der Westhuizen, D. (2005). Supporting self-regulation in courses in Instructional Technology. In P. Kommers & G. Richards (Eds.), Proceedings of World Conference on Educational Multimedia, Hypermedia and Telecommunications 2005 (pp. 3359-3365). Chesapeake, VA: AACE.

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