The relation between self-regulation and the embedding of support in learning environments |
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Authors: | Geraldine Clarebout Holger Horz Wolfgang Schnotz and Jan Elen |
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Institution: | (1) Center for Instructional Psychology and Technology, Katholieke Universiteit Leuven, Vesaliusstraat 2, Box 3770, 3000 Leuven, Belgium;(2) University of Applied Sciences, Northwestern Switzerland, Riggenbachstrasse 16, 4600 Olten, Switzerland;(3) University of Koblenz-Landau, Thomas-Nast-Strasse 44, 76829 Landau, Germany |
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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. |
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Keywords: | |
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