Effectiveness of a Learner-Directed Model for e-Learning

Autor/inn/en	Lee, Stella; Barker, Trevor; Kumar, Vivekanandan Suresh
Titel	Effectiveness of a Learner-Directed Model for e-Learning
Quelle	In: Educational Technology & Society, 19 (2016) 3, S.221-233 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1436-4522
Schlagwörter	Foreign Countries; Undergraduate Students; Student Centered Learning; Independent Study; Electronic Learning; Preferences; Models; Experiential Learning; Educational Experiments; Experimental Groups; Control Groups; Pretests Posttests; Student Surveys; Semi Structured Interviews; Student Evaluation; Knowledge Level; Statistical Significance; Learning Experience; Educational Attitudes; Introductory Courses; Programming; Integrated Learning Systems; Scores; Canada + Suchen Sie Ihr Suchwort? Ausland; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Selbststudium; Analogiemodell; Experiental learning; Erfahrungsorientiertes Lernen; Schulversuch; Schülerbefragung; Schulnote; Studentische Bewertung; Wissensbasis; Lernerfahrung; Educational attitude; Bildungsverhalten; Erziehungseinstellung; Einführungskurs; Programmierung; Kanada
Abstract	It is a hard task to strike a balance between extents of control a learner exercises and the amount of guidance, active or passive, afforded by the learning environment to guide, support, and motivate the learner. Adaptive systems strive to find the right balance in a spectrum that spans between self-control and system-guidance. They also concern a smoother shifting of the balance point during learning episodes in light of competing requirements from learning goals, learner capacity, instructional affordances, and educational theories, among others. This research investigates one of the extremes of this spectrum, where learners actively assume control and take responsibility for their own learning, while catering to individual preferences with little or no guidance from the e-learning environment. In this study, one unit material from an online Introduction to Java Programming course has been redesigned based on the proposed Learner-Directed Model for the experimental design study. The model is developed based on the exploration of two educational theories--Experiential-Learning Theory (ELT) and Self-Regulated Learning (SRL) Theory. The study involved a total of 35 participants (N = 35) divided randomly into one Experimental Group and one Control Group. They were assigned to either a Learner-Directed Model (Experimental Group) or a linear model (Control Group). Pre/post tests, survey, follow-up interview as well as log file analysis were instruments used for assessing students' domain knowledge, meta-knowledge, and their attitudes for their overall learning experience. The results of the study have revealed that there is a statistically significant higher level of overall learning experience and better learning attitudes compared to Control Group students who studied with e-learning components that are linear in nature and are without explicit associations with educational theories. (As Provided).
Anmerkungen	International Forum of Educational Technology & Society. Athabasca University, School of Computing & Information Systems, 1 University Drive, Athabasca, AB T9S 3A3, Canada. Tel: 780-675-6812; Fax: 780-675-6973; Web site: http://www.ifets.info
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01