Euco 2014 presentation by Annika Wiklund-Engblom
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This document summarizes a presentation given at the 14th International and interdisciplinary Conference of the Research Cooperation European Cultures in Business and Corporate Communication. The presentation explored how the design of e-learning courses can influence participants' self-regulated learning actions and intentions. It discussed theories of self-regulated learning and the reciprocal relationship between learners and their environment. The presentation proposed research questions to examine how course design impacts participants' cognitive learning strategies, emotions, and management of their learning. It concluded by providing design guidelines for corporate e-learning focused on creating a positive learning experience.
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Euco 2014 presentation by Annika Wiklund-Engblom
- 1. It’s all about learning! Applying theories of learning technology designs to corporate communication Annika Wiklund-Engblom Åbo Akademi University, MediaCity Paper presentation at EUCO 2014 14th International and interdisciplinary Conference of the Research Cooperation European Cultures in Business and Corporate Communication; Cross Media Challenges in Corporate Communication October 23-25, 2014, Turku, Finland
- 2. How can learning design support self-regulated learning?
- 3. Design vs. Learning: How does the design of the e-learning course influence participants’ self-regulated learning actions and intentions?
- 4. Learning design affordances & SRL dynamics
- 5. Self-regulated learning Learners exercising agency over their learning process by consciously monitoring their cognition, affect and motivation, behaviour, and context. (Azevedo et al., 2013; Pintrich, 2005; Zimmerman, 1989, 2005)
- 6. Reciprocal relation between learner and environment (Zimmerman, 1989, 2005)
- 7. Continuum of Affect and Cognition (Fleckenstein, 1992, p. 449)
- 8. Cyclical phases of self-regulation (Zimmerman, 1989, 2005)
- 9. Factors of self-regulated learning to be exlored
- 11. Research methods
- 12. Research methods
- 13. Analysis – mixed methods & triangulation
- 14. Research question 1: What are the observable differences in how participants, subjected to the two course iterations, take actions for learning and manage the course? • Instruction-directed navigating • Self-directed manipulating • Feedback-directed exploring
- 15. Research question 2: Why are participants choosing content and managing the context?
- 16. Research question 2: How are participants choosing content and managing the context?
- 17. Research question 3: Which kinds of cognitive learning strategies are participants using in their course work?
- 18. Research question 4: How is the design of the course influencing participants’ cognitive learning approach? • Memorisation for achievement • Comprehension for application
- 19. Research question 5: What are the contextual triggers and inhibitors of positive emotions?
- 20. Research question 5: What are the contextual triggers of negative emotions?
- 24. Four levels of emotional triggers
- 25. Design to create a positive learning experience • Novelty, curiosity, and excitement • Autonomy and freedom • Interest and activation • Flexibility and individualisation
- 26. Design guidelines for corporate e-learning • Real life relevance • Rethinking assessment goals • Socio-cultural connectivism for learning • Feedback, flexibility, functionality, fun, and freedom
- 27. Thank You! annika.wiklund-engblom@abo.fi www.mediacity.fi Twitter: awengblom Skype: annikawe
Editor's Notes
- Abstract: Communication is ultimately about understanding a message – understanding is about learning! Hence, our conceptions of what learning is, will influence how we design media solutions for communicating a specific content in corporate settings – whether it be for learning purposes, marketing, or communicating corporate policies. Likewise, learning technology design is to a large extent impacted by the learning paradigms the instructional designers of the content, and the software programmers are, consciously or unconsciously, guided by (Peters, 2013). The study targets how corporate e-learners chose actions for learning in a self-paced e-learning course, in which they needed to be both self-directed (knowing what to learn) and self-regulated (knowing how to use their skills for understanding the content). Their actions for learning are looked at from the theoretical perspective of self-regulated learning, in which cognition, affect/motivation, behaviour, and context, are seen as interdependent dynamics of the learning process. The aim is to understand what the needs of the end-users of a self-paced e-learning solution are, in order to be able to design solutions that facilitate self-regulated learning (Azevedo & Aleven, 2013). The study is undertaken during an iterative design process, in which end-users were taking the course at two phases of development of the instructional design and course interface. Data collection methods used are screen recordings and stimulated recall interviews while watching eye tracking data as stimuli. The multiple types of data are analysed qualitatively. Results highlight factors to consider in designing corporate solutions for learning and communicating content.