ERIC Number: ED383291
Record Type: RIE
Publication Date: 1995
Reference Count: N/A
An Instructional Theory for Learner Control: Revisited.
Chung, Jaesam; Davies, Ivor K.
This study develops a prescriptive theory of learner control for educators to support the learner's decision making in the learning process and to manage more efficiently their instructional processes. The theoretical framework of learner control in conjunction with the self-regulation of learning, learner characteristics, and learner motivation may make educators and instructional designers understand why it may be effective to allow learners to have some control over the learning process. It is assumed that the development of an instructional theory for learner control would answer some needs of the information society. This theory would facilitate educations' new roles by providing practical guidelines for more effective instructional management. The major questions of the study considered important factors for empowering learners and the functional relationship among these factors; learners' decision making roles and the educator's role in supporting the learning process; and when learner-controlled strategies are recommended. The results are composed of two descriptive conceptual models and a prescriptive instructional theory for learner control which includes four instructional models. The following conclusions are derived from the results: (1) the three major variables affecting learning process and learning control decisions are condition variables, method variables, and outcome variables; (2) the critical variables which influence learner control decision are experience and importance of task; (3) a learner's role is to be an active participator with self-regulation skills; (4) the role of an educator is to be a facilitator and mediator of learning ; (5) there are four instructional conditions of learner control theory and four instructional models for matching each instructional situation; and (6) there are several critical success factors (CSFs) which are vital to the success of the instructional theory. (Contains 45 references.) (AEF)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Note: In: Proceedings of the 1995 Annual National Convention of the Association for Educational Communications and Technology (AECT), (17th, Anaheim, CA, 1995); see IR 017 139.