Designing a Self-Paced Learning Experience to Support Learner Self-Regulation

Autor/in	Shirk, Jennifer
Titel	Designing a Self-Paced Learning Experience to Support Learner Self-Regulation
Quelle	In: Journal of Teaching and Learning with Technology, 9 (2020), S.133-157 (25 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2165-2554
Schlagwörter	Pacing; Self Management; Instructional Design; Goal Orientation; Self Efficacy; Value Judgment; Expectation; Online Courses; Open Education; Reflection; Personal Autonomy; Motivation; Faculty Development; College Faculty + Suchen Sie Ihr Suchwort? Lerntempo; Selbstmanagement; Lesson concept; Lessonplan; Unterrichtsentwurf; Zielorientierung; Zielvorstellung; Self-efficacy; Selbstwirksamkeit; Werturteil; Expectancy; Erwartung; Online course; Online-Kurs; Offene Erziehung; Offener Unterricht; Individuelle Autonomie; psychologische; Motivation (psychologisch); Fakultät
Abstract	This reflective article examines how course designers utilized multiple frameworks for motivation and educational psychology to support learner self-regulation in an open, self-paced learning experience. The author provides specific applications and opportunities to better support self-regulation in the future in both the forethought and the self-reflection phase of Zimmerman's sociocognitive model of self-regulation. The article concludes with a summary of design decisions that supported self-regulation in this context as well as questions intended to help designers of similar learning experiences consider how to best support self-regulation in their context. (As Provided).
Anmerkungen	Indiana University. 107 South Indiana Avenue, Bryan Hall 203B, Bloomington, IN 47405. Tel: 317-274-5647; Fax: 317-278-2360; e-mail: josotl@iu.edu; Web site: https://scholarworks.iu.edu/journals/index.php/jotlt
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01