Dialogue and Structure: Enabling Learner Self-Regulation in Technology-Enhanced Learning Environments

Abstract

Distance learning that incorporates technology-enhanced learning environments provides a solution to the ever-increasing global demand for higher education. To be successful in these contexts, learners must be self-regulated, or have the ability to control the factors affecting their learning. Based on the theories of transactional distance, self-regulated learning (SRL) and language acquisition, the model of self-regulated distance learning has been shown to increase learner selfregulation and success. The current exploratory study examined the role of dialogue and structure on the effectiveness of SRL activities in an English language course based on this model. The study examined student responses and related teacher feedback to SRL activities as well as course structural components to determine how dialogue (i.e. teacher feedback) and structure helped or hindered learners in gaining full benefit from the SRL course component. Findings indicated that a lack of dialogue and missing structural elements were related to students completing the activities superficially, with inappropriate sequencing, or not doing them at all. Across the two semesters studied, the teachers varied in the extent and quality of their feedback, and structural problems undermined the value of the activities. Consequently, changes were made in course set-up and teacher training provided.

Effective eLearning and eTeaching — A Theoretical Model

“…The concept of self-regulated learning has been applied to the teaching and learning process to increase student achievement across age, educational levels, and delivery modes [17,18,[27][28][29][30][31][32][33]. It is most commonly defined as the ability to control the elements and circumstances that affect learning [17,18].…”

“…Course assignments involving goal setting, examining motive for learning, gaining awareness of various learning strategies, recognizing the role of the social and physical environments in learning, and monitoring and reflecting on performance can be integrated into the course. This design approach can increase the achievement of learning outcomes [27,29], particularly if the selfregulated learning components are required rather than optional; students rarely complete optional assignments. For many students, considering various approaches to learning is completely new, as illustrated in the following quotation from an English language learner who discusses his use of methods of learning, specifically, taking reading notes and composing study questions.…”

“…The forethought stage of self-regulated learning can be integrated into online courses and online teacher training through activities that help individuals examine their beliefs about learning, diagnose their strengths and weaknesses in the subject area or in relation to needed teaching and learning strategies, and to set goals [28,29,31]. The six-component framework in Figure 1 can help learners generate areas of focus for goals as can some type of diagnostic evaluation.…”

“…In the teacher training course, strategies would include those related to online pedagogies such as using whole-class feedback rather than responding to students individually, providing supplementary materials to address identified learner weaknesses, facilitating a discussion board, or incorporating the use of a new form of technology [27,29,30].…”

Electronic Rubrics to Assess Competences in ICT Subjects

“…Andrade, 2014). In order to make rubrics really instructional, students must become involved in the learning process and in processes of self-assessment and peer assessment, as well as co-assessment with the teacher.…”