Applying Self-Regulated Learning Strategies in a Web-Based

Instruction-An Investigation of Motivation Perception

指導教授： Chen, Ming-puu

報 告 者： Chen, Wan-Yi

報告日期： 2006. 2. 20

Chang, M. M. (2005). Applying Self-Regulated Learning Strategies in a Web-Based Instruction-An Investigation of Motivation Perception. Computer Assisted Language Learning 18(3), 217-230

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Introduction• Learners’ motivations have been found to be improved

in a constructivist learning environment using technology (Chung, 1991; Guthrie & Richardson, 1995,Scardamalia & Bereiter, 1991)

• In a constructivist web-based learning environment, learners are encouraged to construct knowledge for themselves (Winn,1991)

• Providing students with opportunities to integrate their knowledge through web-based instruction may not be effective if they lack the skills needed to regulate their learning

• Previous studies have established that self-regulated skills can foster learning from any instructional method

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Literature Review

• Motivation and Language Learning– Motivation is essential for successful language learning

– Learners with high motivation, self-confidence, a good self-image, and a low level of anxiety are better equipped for success in second language acquisition.

• Computer Assisted Instruction and Motivation– 提升動機的方法

• Instructional game

• Motivationally adaptive CAI

• Multimedia-based

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Literature Review• Self-Regulation and Motivation

– Self-Regulation： An individual’s ability and motivation to implement, monitor, and evaluate various learning strategies for the purpose of facilitating knowledge growth (Ertmer et al., 1996)

– SR includes the process of monitoring, controlling and regulating one’s cognitive activities and behaviors (Garcia & Pintrich, 1994)

– Self-Regulation Learning： self-regulated thoughts, feelings, and actions

– SRL is the learners’ ability to select, combine, and coordinate cognitive strategies in an effective way (Boekaerts, 1999)

– SRL assumption that students can actively regulate cognition, motivation, or behaviour and, through these various regulatory processes, achieve their goals and perform better

– Efforts to apply instructional strategies for facilitating the development and growth of self-regulation skills such as active learning in an authentic context, collaborative effort, and reflective thinking are recommended (Ertmer et al.1996; Shulman, 1992).

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Research Questions• Do students learning from a web-based instruction and

applying self-regulated learning strategies improve their perception of intrinsic goal orientation after finishing the course?

• Do students learning from a web-based instruction and applying self-regulated learning strategies improve their perception of task value?

• Do students learning from a web-based instruction and applying self-regulated learning strategies improve their control of learning beliefs?

• Do students learning from a web-based instruction and applying self-regulated learning strategies improve their self-efficacy for learning and performance?

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Method• Subjects– 28 vocational university students

• The Course– Web-based instruction (text-based information on a var

iety of topics)– Course Information, Course Content, Course Discussio

n, Students System• Instruments– Motivated Strategies for Learning Questionnaire (MSL

Q)• Assess students’ goals and value beliefs for a course, their belief

s about their skill to succeed in a course, and their anxiety about tests in a course

• students’ use of different cognitive and metacognitive strategies as well as management of various resources.

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Results

• Intrinsic Goal Orientation– after the one semester course, students’ intrinsic goal

orientation improved

• Students perception of task value– students positively viewed the importance of the course

materials

– students were more interested in the course content

• Self-efficacy for learning and performance– students were more confident that they could master

the skills being taught in this class

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Discussion• self-regulatory activities were designed to enhance le

arners’ learning and their perception of self-efficacy or control over the learning process

• students believed that learning outcomes were dependent on their own effort

• students became more confident• students’ motivation and their self-regulatory proce

sses are linked to their successful learning in the content domain (Chang, 2001; Etmer et al., 1996).

• incorporating self-regulatory strategies into web-based instruction does help students improve their motivation beliefs

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Conclusion

• Self-regulatory strategies within web-based instruction can improve learners’ motivation perception

• Students became more confident, more challengeable and more greatly valued

• Instructional designer are encouraged to embed features in instructional materials that encouraged learners self-regulation