Designing a Self-Paced Learning Experience to Support Learner Self-Regulation
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Published:
Aug 12, 2020
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Abstract
This reflective paper examines how course designers utilized multiple frameworks for motivation and educational psychology to support learner self-regulation in an open, self-paced learning experience. The paper provides specific applications and opportunities to better support self-regulation in the future in both the forethought and self-reflection phases of Zimmerman’s socio-cognitive model of self-regulation. The paper concludes with a summary of design decisions that supported self-regulation in this context as well as questions intended to help designers of similar learning experiences consider how to best support self-regulation in their context.
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How to Cite
Shirk, J. (2020). Designing a Self-Paced Learning Experience to Support Learner Self-Regulation. Journal of Teaching and Learning With Technology, 9(1). https://doi.org/10.14434/jotlt.v9i1.29527
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