WBLEWeb-Based Learning Environment
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To learn about undergraduate students' lived experiences of SRL in the WBLE, we collected primary data through in-depth interviews and observations, and secondary data through artifacts.
The observations of their learning in the WBLE, were conducted approximately two thirds of the way into the course (four weeks), when students were expected to have established their learning routines.
We determined the final themes based on how essential the themes were in presenting the picture of SRL in the WBLE (Van Manen, 1997).
The first, second, and fourth authors were familiar with the WBLE, as graduate students and instructors prior to the study commencing.
Extending from Baptiste's (2006) argument, we defined research quality in our study as the extent to which the readers, including SRL researchers, instructors teaching via WBLEs, and WBLE instructional designers, find our research findings meaningful and useful.
In the following sections, we present the findings and discuss the emerging themes of students' self-regulated learning under the social cognitive framework where the three factors (i.e., personal, behavioral, and environmental) of human functioning interacted in a cyclical fashion in the context of WBLE.
As the literature review implies, a WBLE is itself an open-ended learning environment.
Hypermedia, being central to the Web, is part of the process for efficient learning in the WBLE. Web-based instruction today is designed with more advanced hypermedia features (streaming video, Virtual Reality, MP3 music, etc.) in addition to the traditional hypermedia elements of graphics, sound, and animation and (with improving connectivity) can better be accessed than before.
As the literature review makes clear, hypermedia is central to the Web, and thus to a WBLE. In addition, learner control is an integral design component affecting learner achievement with both hypermedia learning environments and WBLE.
The purpose of this study was to investigate whether or not the factor of "hypermedia preference" in the WBLE affects cyber-students' task performance under "learner control with and without advisement" conditions (for the purposes of this study, cyber-students are defined as students learning exclusively through the Web.) Four questions are studied: (a) Can cyber-students test scores be affected by the treatment (learner control with/without advisement), by the hypermedia preference of the student (high/low), or the interaction of the treatment and preference in WBLE?
Thus, the design helped cyber-students reduce the degree of possible disorientation in the WBLE.
Survey questionnaires were designed to measure a cyber-student's hypermedia preference for images (pictures or graphics), animation, sound, digital video, hyperlinks, and the nonlinear capacity of hypertext in a WBLE. For example, "In this lesson, I like the digital video 'Parking Lot' because it helped me to understand better what an American 'parking lot' is;" and "In this lesson, the navigation between hyperlinks allows me to go back and forth as much as I want, I like this kind of characteristic because it gives me the chance to have freedom (i.e., flexibility) in navigating between the hyperlinks."