This study focuses on learning in three different hypermedia environments that either support autonomous learning, learner-controlled learning or system-controlled learning and explores the mediating role of academic self-regulation style (ASRS; i.e. a macro level of motivation) on learning. This research was performed to gain more insight in the…

In this study the perception of psychological needs and motivation in a student-centred and a teacher-centred learning environment are compared, using Self Determination Theory as a framework. The self-report Intrinsic Motivation Inventory was completed by 230 students (mean age 16.1 years) in pre-vocational secondary education. School records on…

Self-regulated learners are expected to plan their own learning. Because planning is a complex task, it is not self-evident that all learners can perform this task successfully. In this study, we examined the effects of two planning support tools on the quality of created plans, planning behavior, task load, and acquired knowledge. Sixty-five…

Educational designers often develop a "powerful learning environment" that is subsequently implemented by teachers. Due to a lack of cooperation with teachers they may receive limited feedback on the quality of their design and the way it is implemented. This study focuses on teachers' perceptions of a Dutch innovative learning…

The Educational Development and Assessment System in a Dutch university's vocational education program involves student-directed, self-regulated evaluation methods and integrates assessment with instruction. Evaluation focuses on competencies and portfolio assessments. (Contains 29 references.) (SK)

Although self-regulated learning is considered as a characteristic of individual students, the question may be raised as to whether a community of learners with its emphasis on inquiry learning in teams of students provides an appropriate environment to acquire and develop active and dynamic self-regulation strategies. Two cases of communities of…

Student perceptions of the kind and extent of control in their teachers' control behaviours during learning activities were investigated. Theorists distinguish between "student-initiated" and "teacher-initiated" regulation of students' learning activities; or between "strong," "shared" and "loose"…

Over the last decade teacher educators have started to systematically study the processes involved in their efforts to improve their teacher education practices. This research by teacher educators (self-study research) has made an enormous contribution to the professional development of the teacher educators involved. Many teacher educators,…

This study investigates the influence of pre-instructional strategies on the relationship between learner-controlled or program-controlled length of video segments and on related test performance on post-tests and retention tests. The study looks at the effect of presenting learning objectives in advance on the learning of factual information from…

Examines the redesign of a problem-based learning (PBL) course and its effects on students' cognitive learning outcomes in a college business course in the Netherlands. Compares the regular PBL course with the new authentic learning environment that included greater authenticity of case studies, more learner control, and social collaboration that…

Shows the effects of a tutorial program for college students using process-oriented instruction. Process-oriented instruction combines domain-specific knowledge with teaching thinking strategies. Tutorials included a diagnostic learning style instrument and learning guides. Evaluation questionnaires and exam scores both indicated improved study…

Presents results of a 1991 national survey conducted in The Netherlands that investigated the use of computer-assisted learning (CAL) in higher education. Topics addressed include academic disciplines using CAL; types of CAL, including drills, tutorials, and simulations; level of learner control; authoring languages and programing languages; and…

This study investigated questions related to the length of video segments in interactive video programs: (1) the preferred segment length if learners decide how much information they want presented before stopping to answer question; (2) the relationship between segment length and direct recall of factual information when segment length is…

This paper outlines and discusses a self-contained multimedia-training program on psychological diagnostics. The program aims to play an intermediate role between theory and working practice, while offering students a simulated environment to prepare for practical work with real humans. The program simulates the entire diagnostic cycle in…