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Customizable Modality Pathway Learning Design: Exploring Personalized Learning Choices through a Lens of Self-Regulated Learning

Open online courses provide a unique opportunity to examine learner preferences in an environment that removes several pressures associated with traditional learning. This mixed methods study sought to examine the pathways that learners will create for themselves when given the choice between an instructor-directed modality and learner-directed modality. Study participants were first examined based on their levels of self-regulated learning. Follow-up qualitative interviews were conducted to examine the choices that participants made, the impact of the course design on those choices, and what role self-regulation played in the process. The resulting analysis revealed that participants desired an overall learning experience that was tailored to personal learning preferences, but that technical and design limitations can create barriers in the learning experience. The results from this research can help shape future instructional design efforts that wish to increase learner agency and choice in the educational process.

Identiferoai:union.ndltd.org:unt.edu/info:ark/67531/metadc849703
Date05 1900
CreatorsCrosslin, Matthew B.
ContributorsLin, Lin (Professor of learning technologies), Siemens, George, Warren, Scott J., Norris, Cathleen A.
PublisherUniversity of North Texas
Source SetsUniversity of North Texas
LanguageEnglish
Detected LanguageEnglish
TypeThesis or Dissertation
Formatix, 198 pages : illustrations, Text
RightsPublic, Crosslin, Matthew B., Copyright, Copyright is held by the author, unless otherwise noted. All rights Reserved.

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