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Embedding Self-Regulation Instructional Support

Embedding Self-Regulation Instructional Support. Dawn Young & Kathryn Ley. So why care if poorly self-regulating students are enrolled?. They take instructor time!!

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Embedding Self-Regulation Instructional Support

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  1. Embedding Self-Regulation Instructional Support Dawn Young & Kathryn Ley

  2. So why care if poorly self-regulating students are enrolled? They take instructor time!! Poorly self-regulating students often take a disproportional amount of instructor time on the learning environment infrastructure and learning.

  3. So why support self-regulation? • Poorly self-regulating students should be able to learn with less frustration and without asking as many questions if SR support is embedded in the course.

  4. So why support • Students who self-regulate should take less instructor time with questions about course logistics and have more time for content learning.

  5. So why support learning environment self-regulation? • Students should spend less effort on SR if SR support is provided rather than self-generated; the time saved is a special benefit to adult learners who may be part-time students.

  6. Why embed SR instead of teach SR? • For the students - Course may have only a few poorly self-regulating students and teaching SR cannot be justified for a few. • Instructor may not be able or prepared to teach SR skills. • No time to teach SR in addition to course content; embedding takes no additional time once developed and may save student time.

  7. Can SR be embedded with teaching SR? • Of course, if faculty have time to teach SR then there are several proven individualized models in which faculty-work with individual students.

  8. Embedded SR - Advantages • May benefit all learners not just less self-regulated learner. • Decrease instructor time spent responding to the poorly self-regulating students. • Requires minimal adaptation and preparation time. • Enables instructor-course to model SR.

  9. Embedding SR POME model of self-regulation instructional support identifies four broad data-based, self-regulation activity categories for embedding SR in a learning environment. (Ley & Young, 2001) .

  10. Strategic Self Regulation Skills: POME • P repare • O rganize • M onitor • E valuate environmental structuring organizing & transforming keeping records, monitoring; reviewing tests self evaluation

  11. Self Efficacy Essential for Self-Regulation • SR activities should promote self-efficacy. • Self-efficacy has two self-regulation dimensions: • self-efficacy for SR and • self-efficacy for learning the content.

  12. Embedded SR Support Principles Learner self-regulation support should • Address multiple strategic SR activities associated with higher learning outcomes for your target group, e.g., POME. • Prepare learning environment conditions and resources to induce learners to engage in the SR-supported activities.

  13. Embedded SR Support Principles Learner self-regulation support should • Be intuitive for the target learners given their technological resources and sophistication thereby supporting self-efficacy for self-regulation. • Be useable by instructor and students immediately with few if any instructions.

  14. Embedded SR Support Principles Learner self- regulation support outcomes: • Increase student learning outcomes. • Require minimum instructor or designer adaptation, preparation, and maintenance time. • Increase instructor time for cognitive feedback by reducing time responding to poorly self-regulated students.

  15. Strategic SR Activity Categories PreparePreparing learning environment to concentrate and attend the learning process. OrganizeOrganizing material for studying or as part of the learning process. MonitorMonitoring learning progress. EvaluateEvaluate learning outcomes and the effectiveness.

  16. POME, SR Activities, & Design • The POME SR activities strategically support SR associated with achievement, thus encouraging SR activities similar to those used by higher achieving students. • Therefore, the POME principles support the fundamental goal of instructional design, to “insure that no one is educationally disadvantaged” (Gagne, Briggs & Wager, 1988) .

  17. Implications for Instruction If the learner is not self regulating then the instruction should provide compensatory regulation.

  18. Preparing Support: Example • Provide study environment checklist. • List common distractions with advise for eliminating. • Suggest appropriate study conditions. • Include a print guide to structuring environment.

  19. Organizing Support: Example • Distribute outline of reading materials • Identify key points • List order for studying • Provide schedule • Distribute notes

  20. Monitoring Support: Example • Collect goal/study time monitoring forms • Give self-test questions for reading • Provide grades online and announce when grades have been posted. • Provide assignment calendar with details. • Identify scores required to make a grade • Suggest where and what activities class should be completing to complete graded assignments.

  21. Evaluation Support: Example • Give frequent quizzes (ungraded) • Analyze feedback from tests, assignments • Compare effort to learning • Identify effective/ineffective learning strategies.

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