Supporting self-regulation in courses in Instructional Technology PROCEEDINGS
Michelé Van wyk, University of South Africa, South Africa ; Duan Van der Westhuizen, 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
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: Association for the Advancement of Computing in Education (AACE).
© 2005 AACE