A MODEL OF THE E LEARNER’S SELF-MANAGEMENT PROCESSES

Authors

  • Diane Ruelland. Télé-université, Montréal, Canada

DOI:

https://doi.org/10.7213/rde.v4i13.7034

Abstract

Web-based Learning Environments (WBLE) carry conditions that affect the learning process. Network collaboration among peers, multimedia information processing and distance are some of the eLearning features that create flexible environments, which in turn demand the eLearner to take control over the learning process. Since 1995 we have conducted a longitudinal research aimed at identifying the eLearner’s needs for support. The study has led to the operationalization of a set of self-management processes necessary to a WBLE. The framework guiding the research borrows from theory and practice of adult and distance learning as well as findings from metacognitive studies. This paper presents the conceptual model of tasks, objects and resources resulting from this research. The usefulness of such a model is exemplified by interactive tools designed to support time management.

Downloads

Download data is not yet available.

References

BAYNTON, M. Dimensions of control in distance Education: a factor analysis. American Journal of Distance Education, v.6, n. 2, p.17-31, 1992.

BELISLE, C.; LINARD, M. Quelles nouvelles competences des acteurs de la formation dans le contexte des TIC?. Éducation permanente, v.127, n. 2, p.1947, 1996

BROWN, A. Metacognition, executive control,self-regulation and more mysterious mechanisms. In: WEINERT, F.E.; KLUWE, R.H.

(Eds). Metacognition, motivation and understanding. Hillsdale: Lawrence Erlbaum, 1987. p.65-116.

BROWN, J.S., COLLINS, A.; DUGUID, P. Situated Cognition and the Culture of Learning. Educational Researcher, p. 32-42, jan./fev.1989.

BURGE, E.J. Learning in computer conference contexts: the learners’ perspective. Journal of Distance Education, v. 9, n.1, p.19-43, 1994.

CARON, M. La gestion du temps en apprentissage a distance. Mémoire de maîtrise, faculté des études supérieures, Université Laval, 1994.

DESCHENES, A.J. Autonomie et enseignement a distance. La Revue canadienne pour l’étude de l’éducation des adultes, v.1, p.32-54, 1991.

FLAVELL, J.H. Metacognition and Cognitive Monitoring, A new Area of Cognitive-Developmental Inquiry. American Psychologist, v. 34, n.10, p. 906-911, 1979.

GARLAND, M. Ethnography Penetrates the «I didn’t Have Time» Rationale to Elucidate Higher Order Reasons for Distance Education Withdrawal. Research in Distance Education, v.5, n.1-2, p. 6-10, 1993.

HARASIM, L. M. TeleLearning Network Centers of Excellence, Building a Knowledge Society. Strategic Plan, C1-C22, 1995.

HENRI, F.; LUNDGREN-CAYROL, K. Les environnements de collaboration a distance. Québec: Presses de l’université du Québec, 2001.

JONES, M.G., FARQUHAR, J.D.; SURRY, D.W. Using metacognitive theories to design user interfaces for computer-based learning. Educational Technology, p.12-22, july./aug. 1995.

KINTSCH, E. Principles of Instruction from Research on Human Cognition. In: SPECTOR, M.; POLSON, M.; MURIADA, D. J. (Eds). Automating Instructional Design, Concepts and Issues.

Englewood Cliffs: Educational Technology Publications, 1993. p.23-43.

MARCHAND, L. L’apprentissage a vie: la pratique de l’education des adultes et de l’andragogie. Montréal: Les éditions de la Chenelière, 1997

.

MARCHIONINI, G. Information-Seeking Strategies of Novices Using a Full-Text Electronic Encyclopedias. Journal of the American Society for Information Science, v.40, n.1, p.54-66, 1989

MAYES, T. Distance learning and the new technology: a learner-centered view. Institute for Computer-Based Learning. Edinburg: Heriot-Watt University, 1996. Available in: http://www.icbl.hw.ac.uk/ctl/mayes/paper10.html.

NOEL, B. La metacognition. Bruxelles: De Boeck-Wesmael, 1990.

PAQUETTE, G. La modelisation par objets types, une methode de representation pour les systemes d’apprentissage et d’aide a la tache. Sciences et techniques educatives, v.3, n.1, 1996.

RUELLAND, D. Self-Directed Learning , a model of supports for the workplace. In: Symposium on Self-Directed Learning, 16e. Annals… Motorola University, Feb. 5-9, Boynton Beach, Fl, 2002.

Published

2004-07-17

How to Cite

Ruelland., D. (2004). A MODEL OF THE E LEARNER’S SELF-MANAGEMENT PROCESSES. Revista Diálogo Educacional, 4(13), 91–100. https://doi.org/10.7213/rde.v4i13.7034