Principles, theories, & models
http://coe.sdsu.edu/eet/articles/lrncontrollevel/index.htm
Reflection
As a designer of Web-based training, the concept of learner control is one that naturally sparked my interest. At work, I sat in many, many meetings regarding the level of learner control that we should provide. I saw learner control used as a “lure” to attract customers to the delivery medium. After all, what could possibly sound better than learning whatever you want to learn, when you want to learn it?
In my article on learner control, I used the concept of metacognition and the theories of Hannafin and Hooper (1993) to provide support for my argument that a high degree of learner control is only appropriate for those who have strong metacognitive skills or prior knowledge of the subject being learned.
Metacognition, or “thinking about thinking,” refers to the learner’s active monitoring of their own cognitive processes. By understanding his or her own learning style, the learner is better able to select appropriate learning strategies when faced with a new learning task.
In the book titled Instructional Message Design, Hannafin and Hooper (1993) present the principle that learner control is most appropriate for those with well-developed metacognitive skills or prior knowledge of the subject matter. Clark & Mayer (2003) supported this principle with their work in e-Learning and the Science of Instruction.
Having spent time in the field with end-users, I realized that many of the learners for whom I was designing Web-based training had neither the metacognitive skills nor the prior knowledge to get what they needed out of the training. My research into learner control actually helped me improve course design – particularly in the area of course interface – so that learners could get the information they needed, when they needed it.
[Sample artifact and reflection by Erin Lawler-King]