Abstract
The purpose of this study was to examine the effect of self-regulated learning strategies (SRLS) on performance in a learner-controlled and a program-controlled computer-based instruction (CBI). SRLS was measured using a self-regulated learning strategies questionnaire. Seventh-grade subjects were divided into high and low levels of SRLS and then randomly assigned to one of two versions of a CBI lesson: one allowing learner control over the sequence and content of the instruction and the other having the learners follow a linear instructional sequence. Results revealed that the performance differences between learners with high SRLS and those with low SRLS were greater under learner control than under program control (p<.05). Poor performance by subjects with low SRLS under learner control indicates a strong need for learners to possess self-regulatory learning strategies to achieve success under learner control. Program control, however, seems to minimize the performance differences between low and high levels of SRLS.
This is a preview of subscription content, log in via an institution to check access.
Similar content being viewed by others
References
Bandura, A. (1986).Social foundations of thought and action. Englewood Cliffs, NJ: Prentice Hall.
Cambell, V., & Chapman, M. (1967). Learner control versus program control of instruction.Psychology in the Schools, 4(2), 121–130.
Carrier, C., Davidson, G., Higson, V, & Williams, M. (1984). Selection of options by field independent and dependent children in a computer-based concept lesson.Journal of Computer-Based Instruction, 11, 49–54.
Carrier, C., & Williams, M. (1988). A test of one learner-control strategy with students of differing levels of task persistence.American Educational Research Journal, 25(2), 285–306.
Carroll, J. B. (1963). A model of school learning.Teachers College Board, 64, 723–733.
Duchastel, P. (1986). Intelligent computer assisted instruction systems: The nature of learner control.Journal of Educational Computing Research, 2(3), 379–393.
Garhart, C., & Hannafin, M. (1986). The accuracy of cognitive monitoring during computer based instruction.Journal of Computer Based Instruction, 13(3), 88–93.
Hannafin, M. (1984). Guidelines for using locus of instructional control in the design of computer-assisted instruction.Journal of Instructional Development, 7, 6–10.
Hicken, S., Sullivan, H., & Klein, J. (1992). Learner control modes and incentive variations in computer-assisted instruction.Educational Technology, Research and Development, 40(4), 15–26.
Hintze, H., Mohr, H., & Wenzel, A. (1988). Students' attitudes towards control methods in computer-assisted instruction.Journal of Computer Assisted Learning, 4(1), 3–10.
Kinzie, M., & Sullivan, H. (1989). Continuing motivation, learner control and CAI.Educational Technology, Research and Development, 37(2), 5–14.
Klein, J. (1988).The effects of student ability, locus of control, and type of instructional control on motivation and performance. Unpublished Doctoral Dissertation, Florida State University, Tallahassee, FL.
Lepper, M., & Chabay, R. (1985). Intrinsic motivation and instruction: Conflicting views on the role of motivational processes in computer-based education.Educational Psychologist, 20(4), 217–230.
Merrill, M. D. (1983). Component Display Theory. In C. M. Reigeluth (Ed.),Instructional-design theories and models: An overview of their current status (pp. 279–333). Hillsdale, NJ: Lawrence Erlbaum.
Milheim, W., & Martin, B. (1991). Theoretical bases for the use of learner control: Three different perspectives.Journal of Computer Based Instruction, 18(3), 99–105.
Morrison, G., Ross, S., & Baldwin, W. (1992). Learner control of context and instructional support in learning elementary school mathematics.Educational Technology Research and Development, 40(1), 5–13.
Oliver, T., & Shapiro, F. (1993). Self-efficacy and computers.Journal of Computer-Based Instruction, 20(3), 81–85.
Pintrich, P., & De Groot, E. (1990). Motivational and self-regulated learning components of classroom academic performance.Journal of Educational Psychology, 82(1), 33–40.
Reigeluth, C., & Stein, F. (1983). The elaboration theory of instruction. In C. M. Reigeluth (Ed.),Instructional-design theories and models: An overview of their current status (pp. 335–382). Hillsdale, NJ: Lawrence Erlbaum.
Salomon, G. (1983). The differential investment of mental effort in learning from different sources.Educational Psychologist, 18, 42–50.
Schunk, D. (1985). Self-efficacy and school learning.Psychology in the Schools, 22, 208–223.
Schunk, D. (1990). Goal setting and self-efficacy during self-regulated learning.Educational Psychologist, 25(1), 71–86.
Tennyson R., & Park, O. (1984). Computer-based adaptive instructional systems: A review of empirically based models.Machine-Mediated Learning, 1, 129–153.
Tennyson, R., Park, O., & Christensen, D. (1985). Adaptive control of learning time and content sequence in concept learning using computer-based instruction.Journal of Educational Psychology, 77(4), 481–491.
Williams, M. (1993a). A comprehensive review of learner-control: The role of learner characteristics. In M. R. Simonson (Ed.),Proceedings of Annual Conference of the Association for Educational Communications and Technology (pp. 1083–1114). New Orleans, LA: Association for Educational Communications and Technology.
Williams, M. (1993b).Interactions among attributional style, attributional feedback, and learner-controlled CBI. Paper presented at the Annual Meeting of the American Educational Research Association, Atlanta, GA. (ERIC Document Reproduction Service No. ED 363 271)
Yang, Y.C. (1991).The effects of self-regulatory skills and type of instructional control on learning from CBI. Unpublished Doctoral Dissertation, Florida State University, Tallahassee, FL.
Zimmerman, B. (1989). Models of self-regulated learning and academic achievement. In B. J. Zimmerman & D. H. Schunk (Eds.),Self-regulated learning and academic achievement: Theory, research, and practice (pp. 1–25). New York: Springer.
Zimmerman, B. (1990). Self-regulated learning and academic achievement: An overview.Educational Psychologist, 25 (1), 3–17.
Zimmerman, B., & Martinez-Pons, M. (1986). Development of a structured interview for assessing student use of self-regulated learning strategies.American Educational Research Journal, 23 (4) 614–628.
Zimmerman, B., & Martinez-Pons, M. (1988). Construct validation of a strategy model of student self-regulated learning.Journal of Educational Psychology, 80 284–290.
Author information
Authors and Affiliations
Rights and permissions
About this article
Cite this article
Young, J.D. The effect of self-regulated learning strategies on performance in learner controlled computer-based instruction. ETR&D 44, 17–27 (1996). https://doi.org/10.1007/BF02300538
Issue Date:
DOI: https://doi.org/10.1007/BF02300538