ERIC Number: ED455194
Record Type: Non-Journal
Publication Date: 2000-Apr
Reference Count: N/A
Strategies To Support Self-Directed Learning in a Web-Based Course.
Cennamo, Katherine S.; Ross, John D.
This study investigated techniques for supporting college students' self-regulation within a core course in child development. The course incorporated Web-based instructional elements as ancillary instruction. Regularly scheduled class meetings occurred approximately twice weekly, highlighting various presentation methods to illustrate materials offered through both the Web page and supplemental materials. The course incorporated ideas gained through a review of the literature on self-regulation and metacognition. Nine self-regulation strategies were the focus for development of the Web page (e.g., keeping records and monitoring, reviewing notes, and seeking teacher assistance). The Web site included structured activities to encourage self-directed learning, a self-assessment inventory of self-regulatory learning skills, and additional tools for planning, monitoring, and evaluating learning. Data were collected on whether students desired support for additional strategies, whether their self-regulation strategies changed over the semester, and what strategies were most effective. Overall, students wanted the site to include the capacity to monitor grades online, a goal checklist, and elaborate feedback in testing situations. Students' self-efficacy and self-regulation increased and anxiety decreased over time. The most effective learning strategies were reviewing notes, keeping records, and self-evaluating. (Contains 24 references, 5 figures, and 5 tables.) (SM)
Publication Type: Reports - Descriptive; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A