The effects of self regulation and instructional control on performance and motivation in computer-based instruction 指導教授： Chen, Ming- Puu 報告者 ： Chang,

The effects of self regulation and instructional control on performance and motivation in computer-based instruction

指導教授： Chen, Ming- Puu

報告者　： Chang, Chen-Ming

報告日期： 2007.7.26

Eom, W., & Reiser, R. A. (2000).The effects of self regulation and instructional control on performance and motivation in computer-based instruction. International Journal of Instructional Media , 27(3), 247-261.

Introduction(1/6)

The purpose of this study was to examine the effects of learners’ reported use of self-regulated learning strategies on achievement and motivation in learner-controlled and program-controlled computer based instruction.

A major advantage of computer-based instruction (CBI) over traditional forms of instruction is its potential to allow students to proceed through instruction at their own rates.

Introduction(2/6)

The results of learner control studies in CBI have not fully supported the effectiveness of learner control.

A few studies have found that learners learn more under learner-controlled CBI.

Learners learn more under a program-contorlled condition .

Learner control is instructionally effective only when learners are provided with suggestions regarding instructional content or sequence.

Other researchers have found no differences between learner-controlled and program-controlled CBI.

Introduction(3/6)

Several studies have reported how the effects of learner control are moderated by variables ability level (Gay, 1986; Klein & keller, 1990; Ross&

Rakow, 1981) locus of control (Allen, Giat, & Chemey, 1974; Sandler,

Reese, Spencer, & harpin, 1983), motivation (Kinzie & Sullivan, 1989; Kinzie, Sullivan,

& Berdel, 1992; Wilcox, 1979) Self-regulatory skills are another learner characteri

stic that may affect a learner’s ability to benefit from learner-controlled instruction.

Introduction(4/6)

Self-regulated learning strategies a set of metacognitive, motivational, and behaviora

l techniques a learner can use to control his or her own learning process (Zimmerman, 1989, 1990; Zimmerman & Martinez-Pons, 1986)

Researchers and theorists have indicated that effective self-regulation requires learner motivation to learn (Bandura, 1986; Schunk, 1994a, 1994b; Zimmerman, 1989).

Introduction(5/6)

Social cognitive theorists view self-regulation as compressing process such as self-regulation as comprising processes such as self-observation, self-judgment, and self-reaction (e..g., Bandura, 1986; Schunk, 1994a, 1994b).

The variables associated with self-regulated learning strategies, such as metacognitive skills, learning strategies, self-efficacy, intrinsic and extrinsic motivation, and attributional style, impact the performance of learners in learner-controlled CBI.

Introduction(6/6)

In research on the relationship self-regulatory skill and instructional control, Yang (1991) and Young (1996) have found that learners’ use of self-regulated learning strategies influences achievement in learner-controlled CBI.

Research results on the relationship between motivation and instructional control imply that motivated learners perform successfully under learner-controlled CBI (Milheim & Martin, 1991).

Method(1/3)

Learners Learners in this study were 18 sixth grade students and

19 seventh grade students enrolled in a middle school affiliated with Florida State University.

Independent variables the type of instructional control employed (learner-

controlled and program-controlled CBI) the level of a learner’s self-regulatory learning strategy

(each learner being classified as either a high or low self-regulator)

Method(2/3)

Instructional Control In the program-controlled version of the materials, each

of the four advertising techniques was presented to the learners in a fixed order.

In the learner-controlled version of these materials, learners were able to choose which of the four advertising techniques they wanted to study and the order in which those techniques were to be discussed.

Method(3/3)

Self-regulated learning strategy The Self-Regulatory Skills Measurement Questionnaire

(SRSMQ), consisting of 33 items, was used to measure the degree to which each learner typically employs self-regulated learning strategies such as metacognitive, cognitive, self-management, and motivational strategies.

Dependent Variables

The learners’ achievement on a posttest, their level of motivation (IMMS), the amount of time they spent on the CBI lesson, the number of instructional events viewed by learners

　 in the learner control condition.

Results-Posttest Scores

Results-Posttest Scores

Result-Scores on the Motivation Survey

Result-Instructional Time

Result-Number of Instructional Events The mean number of instructional events viewed

by learner in the learner control condition did not differ significantly between high self-regulators (M=12.50, SD=4.20) and low self-regulators (M=12.33, SD=3.67).

The overall mean number of events viewed by learners in the learner control condition (M=12.42, SD=3.85) was just slightly more than half the 24 instructional events presented to each learner in the program control condition.

Discussion

an interaction that was not statistically significant, namely how the interaction between the two types of learners and two types of instructional control affected posttest performance. Due to the small sample size.

Learners are not well-equipped to learn from computer-based instruction that is learner-controlled.