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According to Dabbagh and Kitsantas (2004), WBPT can be classified into four broad categories: (1) content creation and delivery tools, (2) collaborative and communication tools, (3) administrative tools, and (4) hypermedia tools.
Given these categories of embedded CMS tools, how can college instructors use WBPT to help students engage in self-regulated learning?
The first category of WBPT that a college instructor could use to set up his or her learning environment and to prompt students to self-regulate is content creation and delivery tools.
The second category of WBPT a college instructor can utilize to prompt students to self regulate is collaborative and communication tools.
The third category of WBPT an instructor can use to prompt students to self regulate is Administrative tools.
This is a very important feature of WBPT because it enables instructors to assist students in self-monitoring and self-evaluating their progress in learning environments where there is minimal face-to-face interaction and/or in large classes that prevent instructors from monitoring and guiding students individually.
Instructors can also use hypermedia tools, the fourth category of WBPT, to support the use of task strategies and help seeking (key processes of the performance and self-reflection phases).
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