euco 2014 presentation by annika wiklund-engblom
DESCRIPTION
A study on corporate e-learning with the perspective of self-regulated learning versus design.TRANSCRIPT
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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
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How can learning design support self-regulated learning?
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Design vs. Learning:How does the design of the e-learning course influence participants’ self-regulated learning actions and intentions?
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Learning design affordances & SRL dynamics
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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)
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Reciprocal relation between learner and environment
(Zimmerman, 1989, 2005)
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Continuum of Affect and Cognition
(Fleckenstein, 1992, p. 449)
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Cyclical phases of self-regulation
(Zimmerman, 1989, 2005)
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Factors of self-regulated learning to be exlored
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Research methods
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Research methods
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Analysis – mixed methods & triangulation
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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
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Research question 2:
Why are participants choosing content and managing the context?
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Research question 2:How are participants choosing content and managing the context?
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Research question 3:
Which kinds of cognitive learning strategies are participants using in their course work?
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Research question 4:
How is the design of the course influencing participants’ cognitive learning approach?
• Memorisation for achievement
• Comprehension for application
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Research question 5:
What are the contextual triggers and inhibitors of positive emotions?
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Research question 5:
What are the contextual triggers of negative emotions?
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Four levels of emotionaltriggers
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Design to create a positive learning experience
• Novelty, curiosity, and excitement
• Autonomy and freedom
• Interest and activation
• Flexibility and individualisation
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Design guidelines for corporate e-learning
• Real life relevance
• Rethinking assessment goals
• Socio-cultural connectivism for learning
• Feedback, flexibility, functionality, fun, and freedom