Development of the Goal-Setting Challenge App: Engaging Users to Promote Self-Determination

Autor/inn/en	Mazzotti, Valerie L.; Shogren, Karrie; Stewart-Ginsburg, Jared; Wysenski, Danielle; Burke, Kathryn; Hildebrandt, Lisa
Titel	Development of the Goal-Setting Challenge App: Engaging Users to Promote Self-Determination
Quelle	69 (2022) 1, S.331-351 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Mazzotti, Valerie L.) ORCID (Shogren, Karrie) ORCID (Stewart-Ginsburg, Jared) ORCID (Wysenski, Danielle) ORCID (Burke, Kathryn) Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
DOI	10.1080/1034912X.2021.1959022
Schlagwörter	Goal Orientation; Computer Software; Teaching Methods; Students with Disabilities; Web Based Instruction; Usability; Self Determination; Learner Engagement; Models; Feedback (Response); Secondary School Students; Special Education Teachers; Teacher Aides; Transitional Programs; Private Schools; Learning Experience + Suchen Sie Ihr Suchwort? Zielorientierung; Zielvorstellung; Teaching method; Lehrmethode; Unterrichtsmethode; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Web Based Training; Selbstbestimmung; Analogiemodell; Sekundarschüler; Special education; Teacher; Teachers; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Lehrer; Lehrerin; Lehrende; Handreichung; Lehrerhilfe; Private school; Privatschule; Lernerfahrung
Abstract	To promote and enhance self-determination, the Self-Determined Learning Model of Instruction (SDLMI) was developed for teachers to teach students the skills needed to engage in goal-directed actions. The SDLMI was originally designed to be delivered by teachers, but technologies are emerging that can provide an alternative medium to delivering instructional content and promoting individualized learning experiences. This study: (a) describes the iterative development of the Goal-Setting Challenge (GSC) App, which "translates" the SDLMI into a web-based platform; and (b) shares findings from focus groups with students and teachers to support student engagement with the App with a focus on usability and feasibility. The first phase of an iterative multi-year project to develop the GSC App for students with disabilities is described. Two themes (motivation and engagement, modifications and accessibility) emerged from participant focus groups and informed iterative development. Limitations and implications for future research and practice are discussed. [The article was published in "International Journal of Disability, Development and Education" (EJ1337790).] (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01