How Do Learners Interact with E-learning? Examining Patterns of Learner Control Behaviors

Abstract

Abstract:There has been significant debate in the literature on technology-mediated training about the appropriate role of learner control. We define learner control as giving trainees the ability to make choices about how they proceed through the learning environment. We explore two perspectives. First, we consider learners' stated preferences for the extent of control in the learning environment. Second, we analyze the actual online learning behaviors of 518 trainees in a Fortune 500 organization. We compare a measure of learner control preferences to the most commonly used framework of learner control that comprises five dimensions: pace of instruction, sequence of topics, specific content covered, amount of advice/feedback provided, and type of media. We also compare the dimensionality of learner behaviors to this framework and examine the relationship between learner preferences and learner behaviors. Results suggest that fewer dimensions can capture both learner preferences and behaviors than what the literature currently suggests. Specifically, media control aligned with both pace and content control. The relationship between stated learner control preferences and learner control behaviors was relatively weak. However, we found support for the recently identified dimension of scheduling control and suggest a new learner control dimension of performance control, consistent with the importance of practice retrieval for learning.

Improving online video lectures: learning challenges created by media

“…Pace refers to the rate of speed at which information is presented through visual media, which can affect the way in which learners engage in the content and process information (Fisher, Howardson, Wasserman, & Orvis, 2017). If visual media are delivered too quickly, student comprehension levels may suffer (Fisher et al, 2017).…”

“…Pace refers to the rate of speed at which information is presented through visual media, which can affect the way in which learners engage in the content and process information (Fisher, Howardson, Wasserman, & Orvis, 2017). If visual media are delivered too quickly, student comprehension levels may suffer (Fisher et al, 2017). Although there appears to be a tipping point for when the speed of visuals may start to negatively affect the learners, the problem with addressing this issue is that the tipping point may vary among learners based on learner preferences and types of visual content being delivered (Wildemuth et al, 2003).…”

“…Pace of content delivery through instructional media is defined by Fisher et al (2017) as the speed and the tempo of which media content is delivered. Within Fisher et al's (2017) research along with all other media pace research cited in the current study, we identified various keywords that refer to the pace of media content delivery, along with various types of instructional media.…”

“…Segmentation allows learners to watch a video lecture separated into predetermined segments (Mayer & Moreno, 2003). It essentially acts as a mechanism to slow down the pace of verbal and auditory media, which reduces cognitive load by giving students a series of breaks to process information before moving on to subsequent segments (Fisher et al, 2017;Mayer & Moreno, 2003). A study performed by Doolittle, Bryant, & Chittum (2015) showed that students who received a video lecture separated into 28 manageable segments performed better than students who received a lecture containing the same information but with a significantly reduced number of segments.…”

Online Distance Learning in Higher Education: E-Learning Readiness as a Predictor of Academic Achievement

“…In online learning environments, learners are given the opportunity to have their own preferences and can access to educational content according to their needs, regardless of a specific educational sequence. Online learning environments allow learners to control their own learning by choosing the most appropriate learning process and steps for their best learning (Brown, Howardson & Fisher, 2016;Alqurashi, 2016;Fisher, Howardson, Wasserman & Orvis, 2017;Jung, Kim, Yoon, Park & Oakley, 2019). It is expected that learners with better learner control will be able to better determine their own learning process and obtain a better learning performance as an outcome (Hung et al, 2010).…”