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Supporting Self-Regulation in Student-Centered Web-Based Learning Environments
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, , George Mason University, United States

E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education, in Montreal, Canada ISBN 978-1-880094-46-4 Publisher: Association for the Advancement of Computing in Education (AACE), San Diego, CA

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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 designers and instructors can integrate 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

Kitsantas, A. & Dabbagh, N. (2002). Supporting Self-Regulation in Student-Centered Web-Based Learning Environments. In M. Driscoll & T. Reeves (Eds.), Proceedings of E-Learn 2002--World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education (pp. 1366-1369). Montreal, Canada: Association for the Advancement of Computing in Education (AACE). Retrieved August 10, 2024 from .

© 2002 Association for the Advancement of Computing in Education (AACE)

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