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Learner Interaction And Self Regulation In Web Based Professional Development

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Conference

2005 Annual Conference

Location

Portland, Oregon

Publication Date

June 12, 2005

Start Date

June 12, 2005

End Date

June 15, 2005

ISSN

2153-5965

Conference Session

Technology and Learning

Page Count

9

Page Numbers

10.872.1 - 10.872.9

Permanent URL

https://peer.asee.org/14970

Download Count

27

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Paper Authors

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Marijke Kehrhahn

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Kelli Vallieres

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Alexandra Bell

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Nicholas Massa

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Abstract
NOTE: The first page of text has been automatically extracted and included below in lieu of an abstract

Learner Interaction and Self-Regulation in Web-Based Professional Development

Nicholas Massa Department of Engineering Technologies Springfield Technical Community College One Armory Square Springfield, Massachusetts 01105/

Alexandra Bell, Marijke Kehrhahn, Kelli Vallieres Neag School of Education University of Connecticut 249 Glenbrook Road Storrs, Connecticut 06269

Abstract Web-based courses are becoming increasingly popular as a means of providing professional development opportunities for technology educators. Some of the advantages of web-based courses include the ability for learners to learn at their own pace, to access information anytime and anywhere, and to communicate easily with instructors and peers. While web-based courses continue to gain acceptance as a viable alternative to traditional face-to-face professional development workshops, more research is needed to explain why some individuals perform better than others with regard to learning outcomes in online learning environments. The current body of literature suggests that learner interaction (i.e., learner-to-learner, learner-to-instructor, learner-to-content) is critical for successful learning outcomes in web-based courses. Researchers have also shown that self-regulation, a metacognitive process, is positively linked to learning outcomes in web-based courses. A gap in the research exists, however, that explains how individuals’ self-regulation relates to learner interaction in online learning environments and how it contributes to successful individual learning outcomes. In this paper, we present the initial results of an ongoing study in which we examine the relationships among learner interaction, self-regulation and learning outcomes in an online teacher/faculty professional development program for technology educators. Participants in the study include 12 high school teachers and 11 community college faculty from five geographic regions across the US participating in Project Photon2, a National Science Foundation Advanced Technology Education (NSF-ATE) project aimed at increasing the number of educators across the US prepared to teach photonics technology.

Background Currently 85% of all universities and colleges in the United States offer distance education courses, an increase from 62% in 19981. According to the National Center for Education Statistics2, enrollment in online instruction courses has more than doubled, from approximately 1,364,000 in 1998 to over 2,870,000 in 2001. One of the fastest growing forms of distance learning is online instruction. Online instruction makes education and training more accessible and more individualized, and provides more educational opportunities than traditional face-to-

Proceedings of the 2005 American Society for Engineering Education Annual Conference & Exposition Copyright © 2005, American Society for Engineering Education

Kehrhahn, M., & Vallieres, K., & Bell, A., & Massa, N. (2005, June), Learner Interaction And Self Regulation In Web Based Professional Development Paper presented at 2005 Annual Conference, Portland, Oregon. https://peer.asee.org/14970

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