The Relation between Self-Regulation and the Embedding of Support in Learning Environments

Autor/inn/en	Clarebout, Geraldine; Horz, Holger; Schnotz, Wolfgang; Elen, Jan
Titel	The Relation between Self-Regulation and the Embedding of Support in Learning Environments
Quelle	In: Educational Technology Research and Development, 58 (2010) 5, S.573-587 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1042-1629
DOI	10.1007/s11423-009-9147-4
Schlagwörter	Goal Orientation; Self Management; Use Studies; Instructional Design; Computer Assisted Instruction; Instructional Effectiveness + Suchen Sie Ihr Suchwort? Zielorientierung; Zielvorstellung; Selbstmanagement; Benutzerschulung; Lesson concept; Lessonplan; Unterrichtsentwurf; Computer based training; Computerunterstützter Unterricht; Unterrichtserfolg
Abstract	The current study investigates whether embedding support may provide a solution to sub optimal use of support and whether this is related to learners' self-regulation skills and goal orientation. Sixty students were divided in a condition where support was embedded and a condition where support was non-embedded. Results reveal that the embedded group used more and spent more time on the use of support. Quality of use differed for one support device only, with quality being higher in the non-embedded group. An interaction with self-regulation was found. High self-regulators use the support devices less optimal when support is embedded. No conclusions could be drawn with respect to goal orientation. Quality of usage and proportional time spent on support influenced learning outcomes. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10