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Supporting Self-Regulation in Student-Centered Web-Based Learning Environments
Article

, , George Mason University, United States

International Journal on E-Learning Volume 3, Number 1, ISSN 1537-2456 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC USA

Abstract

Numerous benefits of student-centered web-based learning environments have been documented in the literature; however the effects on student learning are questionable, particularly for low self-regulated learners primarily because these environments require students to exercise a high degree of self-regulation to succeed. Currently few guidelines exist on how college instructors should incorporate self-regulated strategies using web-based pedagogical tools. The scope of this paper is to (a) discuss the significance of self-regulation in student-centered web-based learning environments; (b) demonstrate how instructional designers and educators can provide opportunities for student self-regulation using web-based pedagogical tools; and (c) redefine the role of the instructor to support the development of independent, self-regulated learners through the use of web-based pedagogical tools.

Citation

Dabbagh, N. & Kitsantas, A. (2004). Supporting Self-Regulation in Student-Centered Web-Based Learning Environments. International Journal on E-Learning, 3(1), 40-47. Norfolk, VA: Association for the Advancement of Computing in Education (AACE). Retrieved May 21, 2019 from .

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