Self-regulation in a web-based course: A case studyWhipp, Joan; Chiarelli, Stephannie
doi: 10.1007/BF02504714pmid: N/A
Little is known about how successful students in Web-based courses self-regulate their learning. This descriptive case study used a social cognitive model of self-regulated learning (SRL) to investigate how six graduate students used and adapted traditional SRL strategies to complete tasks and cope with challenges in a Web-based technology course; it also explored motivational and environmental influences on strategy use. Primary data sources were three transcribed interviews with each of the students over the course of the semester, a transcribed interview with the course instructor, and the students' reflective journals. Archived course documents, including transcripts of threaded discussions and student Web pages, were secondary data sources. Content analysis of the data indicated that these students used many traditional SRL strategies, but they also adapted planning, organization, environmental structuring, help seeking, monitoring, record keeping, and self-reflection strategies in ways that were unique to the Web-based learning environment. The data also suggested that important motivational influences on SRL strategy use—self-efficacy, goal orientation, interest, and attributions—were shaped largely by student successes in managing the technical and social environment of the course. Important environmental influences on SRL strategy use included instructor support, peer support, and course design. Implications for online course instructors and designers, and suggestions for future research are offered.
Examining the effects of text-only and text-and-visual instructional materials on the achievement of field-dependent and field-independent learners during problem-solving with modeling softwareAngeli, Charoula; Valanides, Nicos
doi: 10.1007/BF02504715pmid: N/A
Sixty-five undergraduates were classified into field-dependent, field-mixed, and field-independent learners, and were randomly assigned to two groups: text-only and text-and-visual. Participants in the text-only group received a description of a model in textual format, whereas participants in the other group received the same description in textual-and-visual format. Participants were then asked to individually explore a computer model, test hypotheses, and solve a problem related to immigration policies. Their problem-solving performance was analyzed using a 3×2 analysis of variance (ANOVA). Results showed that the text-and-visual group outperformed the text-only group, that performance was significantly related to field-dependence-independence, and that there was a significant interaction effect. Specifically, field-independent learners in the text-and-visual group outperformed field-dependent and field-mixed learners in both groups, and field-independent learners in the text-only group. The findings indicate that adding visuals to textual explanations can enhance understanding, and that the functional role of visuals depends on cognitive differences.
Applying activity theory to computer-supported collaborative learning and work-based activities in corporate settingsCollis, Betty; Margaryan, Anoush
doi: 10.1007/BF02504717pmid: N/A
Business needs in many corporations call for learning outcomes that involve problem solutions, and creating and sharing new knowledge within worksplace situation that may involve collaboration among members of a team. We argue that work-based activities (WBA) and computer-supported collaborative learning (CSCL) are appropriate components for courses in such learning situations. Via this approach, collaborative work situations become the core of a course. We further describe how activity theory can provide a framework for the design of courses that involve WBA and CSCL as part of a workplace-oriented activity system for learning. The use of this design approach for courses offered by the Learning and Leadership Development organization of Shell International Exploration and Production is described and an example is elaborated. Finally, we identify four main issues and challenges that arose during the use of the design approach.
A development research agenda for online collaborative learningReeves, Thomas; Herrington, Jan; Oliver, Ron
doi: 10.1007/BF02504718pmid: N/A
Although important, traditional basic-to-applied research methods have provided an insufficient basis for advancing the design and implementation of innovative collaborative learning environments. It is proposed that more progress may be accomplished through development research or design research. Development research protocols require intensive and long-term collaboration among researchers and practitioners. In this article, we propose guidelines for implementing development research models more widely, and conclude with a prescription for an online collaborative learning research agenda for the next five to ten years.
Turning electronic learning environments into useful and influential ‘instructional design Anchor points'Elen, Jan
doi: 10.1007/BF02504719pmid: N/A
Instructional design may help make educational research more useful and influential. In this discussion, I argue that instructional design anchor points (IDAPs) are the basis for this kind of research. In short, IDAPs are educational tools or approaches that can be studied to generate design guidelines. The study of IDAPs may become more useful and more influential when it meets at least the following four conditions: (a) a clear description of the IDAP under study; (b) presence of a clear conceptual framework; (c) a deliberate consideration of complexity; and (d) a realistic perspective on improvement and implementation. This two-part special issue of Educational Technology Research and Development, on electronic learning environments, illustrates the possibilities and pitfalls of studying IDAPs.
Designing E-learning environments for flexible activity and instructionWilson, Brent
doi: 10.1007/BF02504720pmid: N/A
The contributions to this issue share a focus on design of e-learning environments. Instructional designers stand at very early stages of knowledge in this area, but with great potential for growth and progress. This commentary offers an activity-based perspective on e-learning environments, resulting in a flexible stance toward instructional strategies, artifact design, emergent activity, and learning outcomes. This same flexibility should be evident as we in the field appropriate theories from other disciplines and develop some of our own. I support the contributors' call for more design research specifically addressing challenging problems of practice encountered by design practitioners.