Supporting self-regulation in courses in Instructional Technology
Save to My Collections
World Conference on Educational Multimedia, Hypermedia and Telecommunications (EDMEDIA) 2005
June 27, 2005
Piet Kommers & Griff Richards
More Information on EDMEDIA
Table of Contents
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.
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. Retrieved December 4, 2013 from http://www.editlib.org/p/20601.
- Increasing Student Discourse to Support Rapport Building in Web and Blended Courses Using a 3D Online Learning Environment
- Traits, Skills, & Competencies Aligned with Workplace Demands: What Today's Instructional Designers Need to Master
- Relationship of Technology Affinity to STEM Dispositions in Higher Education Learners
- The Convergence of Digital Storytelling and Popular Culture in Graduate Education
- The System of Questioning: Support for Acquiring Inquiry Skills in Applying Web-based Models
- Patterns of Guidance in Inquiry Learning
- Social Networking for Student and Staff learning
- A Case Study of Math and Science Teacher Education in a Collaborative Virtual Learning Environment
- Chalk House: A 3D Online Learning Environment for Literacy
- Social Tagging in Knowledge Organisation –Online Survey on the Users’ Perspective
Comments & Discussion
Comment on the paper above. You must be registered to participate. Registration is free.