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Supporting self-regulation in courses in Instructional Technology PROCEEDINGS

, University of South Africa, South Africa ; , University of Johannesburg, South Africa

EdMedia: World Conference on Educational Media and Technology, in Montreal, Canada ISBN 978-1-880094-56-3 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC


Self-regulated learning has been related to academic achievement across age and educational groups. Learners that are self-regulated take responsibility for their own learning and exhibit higher and deeper levels of learning than non-self-regulated learners. Instructors can, in their actions of teaching and mediating learning, facilitate and accommodate the development of self-regulation skills. In this paper we attempt to answer the question “To what extent is self-regulation supported in a Masters course in Instructional Technology”? We identify the characteristics of self-regulated learners and describe instructional strategies that could be implemented to support self-regulation in blended courses. This theoretical explication informs the design and construction of a set of instruments that are used over a period of an academic year to determine the levels of self-regulation among the learners of the course and the extent to which self-regulation is supported in this course.


Van wyk, M. & Van der Westhuizen, D. (2005). Supporting self-regulation in courses in Instructional Technology. In P. Kommers & G. Richards (Eds.), Proceedings of ED-MEDIA 2005--World Conference on Educational Multimedia, Hypermedia & Telecommunications (pp. 3359-3365). Montreal, Canada: Association for the Advancement of Computing in Education (AACE). Retrieved January 15, 2018 from .