Learner Control
Overview
Learner control is an instructional design theory that provides control to the learners with a selection of topics to choose from , at a self-controlled pace with flexible timing and flexible access to learning support in an asynchronous learning environment. theory is categorized in three major sections:
The amount of learner control needs to be adjusted based on the learner’s prior knowledge, experience and metacognitive skills.
Learner control is an instructional design theory that provides control to the learners with a selection of topics to choose from , at a self-controlled pace with flexible timing and flexible access to learning support in an asynchronous learning environment. theory is categorized in three major sections:
- Content sequencing: The order of the lessons, topics and screens can be controlled and selected by the learner.
- Pacing: Learners can decide on the amount of time they spend on each lesson page with an option of moving backward, or exiting is available on every screen.
- Access to learning support: Learners can control instructional components and get to choose what to work on and what to not work on.
The amount of learner control needs to be adjusted based on the learner’s prior knowledge, experience and metacognitive skills.
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Guidelines for Use
Guideline 1 - Give Experienced Learners Control
Most learners prefer full control over their instructional options however they might not always make a good judgement on their instructional needs. Gay’s (1986) research findings indicate that low prior knowledge students learn least when under learner control. Therefore too much learner control will be undesirable for learners with low prior knowledge or metacognitive skills and learner control should be limited to :
Guideline 2 - Make Important Instructional Events the Default
The essential parts of the course should be placed into the default path so that learners will not miss them. An example for this would be placing the practice examples that are essential to the module onto a content page that users land on when they click the continue.
Guideline 3 - Consider Adaptive Control
Adaptive control is also called personalized instruction or user modelling. The level of difficulty and support should be dynamically adjusted based on the results of the learner assessments. Adaptive control should be considered with a large group of heterogeneous learners in which different levels of instructional support will be needed.
Guideline 4 - Consider Adaptive Control
Learners should be allowed to proceed at their own pace by pressing the ‘forward’ button or by using the slider bar.
support will be needed.
Guideline 5 - Offer Navigational Support in Hypermedia Environments
Navigational elements like screen titles, topics headers, menus, links and buttons like forward, back and exit influence comprehension(Clark et Meyer, 2011). Therefore headings should be used for important information, links should be used sparingly especially with novice learners, sitemaps should be used with complex resources or for learners who are novice to the content using a simple hierarchical structure.
Guideline 1 - Give Experienced Learners Control
Most learners prefer full control over their instructional options however they might not always make a good judgement on their instructional needs. Gay’s (1986) research findings indicate that low prior knowledge students learn least when under learner control. Therefore too much learner control will be undesirable for learners with low prior knowledge or metacognitive skills and learner control should be limited to :
- Learners who have prior knowledge of the content and skills
- Learners that have good metacognitive skills
- The subject that is an advanced lesson in a course or a more advanced course in a curriculum.
- The course that is of low complexity
Guideline 2 - Make Important Instructional Events the Default
The essential parts of the course should be placed into the default path so that learners will not miss them. An example for this would be placing the practice examples that are essential to the module onto a content page that users land on when they click the continue.
Guideline 3 - Consider Adaptive Control
Adaptive control is also called personalized instruction or user modelling. The level of difficulty and support should be dynamically adjusted based on the results of the learner assessments. Adaptive control should be considered with a large group of heterogeneous learners in which different levels of instructional support will be needed.
Guideline 4 - Consider Adaptive Control
Learners should be allowed to proceed at their own pace by pressing the ‘forward’ button or by using the slider bar.
support will be needed.
Guideline 5 - Offer Navigational Support in Hypermedia Environments
Navigational elements like screen titles, topics headers, menus, links and buttons like forward, back and exit influence comprehension(Clark et Meyer, 2011). Therefore headings should be used for important information, links should be used sparingly especially with novice learners, sitemaps should be used with complex resources or for learners who are novice to the content using a simple hierarchical structure.
Good Examples of Use
Example 1- Learner Control in Khan Academy
Example 1- Learner Control in Khan Academy
- Easy Navigation with and Exit option: Going backwards or forward is possible with an option to exit from the module.
- Access to learning support: Learners get to choose what to work on and what to not work on.
- Pace Control: Learners can spend as much time as they would like
- Default Content: Khan Academy provides the basics in the default menus so that novice learners will not miss them
- Adaptive learning: Difficulty and level is based on assessment results.
- Content Sequencing: Learners can choose the order of the lessons or topics.
- Pace Control: Learners can spend as much time as they would like
- Default Content: BBC Bitesize provides the basics in the default menus so that novice learners will not miss them
- Adaptive learning: Difficulty and level is based on assessment results.
Helpful Resources
Resource 1 - Encyclopedia on Sciences of Learning - Learner Control
Resource 1 - Encyclopedia on Sciences of Learning - Learner Control
- This is a description of the theory with definition, theoretical background, and important scientific research questions
- This article is from the electronic book 'Culture, Content, LMS: Prepare for eLearning Success' and provides a helpful resource on navigation tools and options in providing learner control.
- This article provides a helpful resource comparing learner control with instructor control and expands on the principles of learner control for designing an effective learner-controlled course.
Research
Clark, R.C., Mayer, R.E. (2011). Learner Control. In eLearning and the Science of Instruction. Retrieved from
https://learn.canvas.net/courses/942/files/389793/download?verifier=ItJewxwhGpPzHTNXe1amNK1TfqjdaJTBL65LZf3q&wrap=1
Eoghan, M. (2016). Micro considerations of instructional design: A focus on navigation.Retrieved from
https://www.learnupon.com/blog/navigation/
Gay, G. (1986). Interaction of learner control and prior understanding in computer-assisted video instruction. Journal of Educational Psychology, 78(3),
225-227.http://dx.doi.org/10.1037/0022-0663.78.3.225
Pappas, C. (2017). 8 tips to maximize learner control in corporate learning. Retrieved from
https://elearningindustry.com/tips-maximize-learner-control-corporate-elearning
Seel, N.M., Chan, C.K.Y., Zorina, Z. A., Sparks, J.R., Ornat, S.L., Tsang, C.D.,...Simsek, A. (2012). Learner Control. In Encyclopedia of the Sciences of
Learning. Retrieved from https://link-springer-com.uproxy.library.dc-uoit.ca/referenceworkentry/10.1007%2F978-1-4419-1428-6_372link-springer-com.uproxy.library.dc-uoit.ca/referenceworkentry/10.1007%2F978-1-4419-1428-6_372
Clark, R.C., Mayer, R.E. (2011). Learner Control. In eLearning and the Science of Instruction. Retrieved from
https://learn.canvas.net/courses/942/files/389793/download?verifier=ItJewxwhGpPzHTNXe1amNK1TfqjdaJTBL65LZf3q&wrap=1
Eoghan, M. (2016). Micro considerations of instructional design: A focus on navigation.Retrieved from
https://www.learnupon.com/blog/navigation/
Gay, G. (1986). Interaction of learner control and prior understanding in computer-assisted video instruction. Journal of Educational Psychology, 78(3),
225-227.http://dx.doi.org/10.1037/0022-0663.78.3.225
Pappas, C. (2017). 8 tips to maximize learner control in corporate learning. Retrieved from
https://elearningindustry.com/tips-maximize-learner-control-corporate-elearning
Seel, N.M., Chan, C.K.Y., Zorina, Z. A., Sparks, J.R., Ornat, S.L., Tsang, C.D.,...Simsek, A. (2012). Learner Control. In Encyclopedia of the Sciences of
Learning. Retrieved from https://link-springer-com.uproxy.library.dc-uoit.ca/referenceworkentry/10.1007%2F978-1-4419-1428-6_372link-springer-com.uproxy.library.dc-uoit.ca/referenceworkentry/10.1007%2F978-1-4419-1428-6_372