Embed Size (px)
DESCRIPTION
A study on corporate e-learning with the perspective of self-regulated learning versus design.
Citation preview
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
