Euco 2014 presentation by Annika Wiklund-Engblom

It’s all about learning! Applying theories of learning technology

designs to corporate communication

Annika Wiklund-EngblomÅbo Akademi University, MediaCity

Paper presentation at EUCO 2014 14th International and interdisciplinary Conference of the Research Cooperation European Cultures in

Business and Corporate Communication; Cross Media Challenges in Corporate Communication

October 23-25, 2014, Turku, Finland

How can learning design support self-regulated learning?

Design vs. Learning:How does the design of the e-learning course influence participants’ self-regulated learning actions and intentions?

Learning design affordances & SRL dynamics

Self-regulated learning

Learners exercising agency over their learning process by consciously monitoring their cognition, affect and motivation, behaviour, and context.

(Azevedo et al., 2013; Pintrich, 2005; Zimmerman, 1989, 2005)

Reciprocal relation between learner and environment

(Zimmerman, 1989, 2005)

Continuum of Affect and Cognition

(Fleckenstein, 1992, p. 449)

Cyclical phases of self-regulation

(Zimmerman, 1989, 2005)

Factors of self-regulated learning to be exlored

Research methods

Research methods

Analysis – mixed methods & triangulation

Research question 1:

What are the observable differences in how participants, subjected to the two course iterations, take actions for learning and manage the course?

• Instruction-directed navigating

• Self-directed manipulating

• Feedback-directed exploring

Research question 2:

Why are participants choosing content and managing the context?

Research question 2:How are participants choosing content and managing the context?

Research question 3:

Which kinds of cognitive learning strategies are participants using in their course work?

Research question 4:

How is the design of the course influencing participants’ cognitive learning approach?

• Memorisation for achievement

• Comprehension for application

Research question 5:

What are the contextual triggers and inhibitors of positive emotions?

Research question 5:

What are the contextual triggers of negative emotions?

Four levels of emotionaltriggers

Design to create a positive learning experience

• Novelty, curiosity, and excitement

• Autonomy and freedom

• Interest and activation

• Flexibility and individualisation

Design guidelines for corporate e-learning

• Real life relevance

• Rethinking assessment goals

• Socio-cultural connectivism for learning

• Feedback, flexibility, functionality, fun, and freedom

Thank You!

annika.wiklund-engblom@abo.fiwww.mediacity.fiTwitter: awengblomSkype: annikawe