WHAT IS THE LEARNER CONTROL PRINCIPLE?
When designing an e-course, the learner should have control over how they migrate throughout the program. This is provided through links, menus and site maps. This can be demonstrated in a variety of ways. Allowing students to choose which topic they would like to study first is called Content Sequencing. Another type of control is called Pacing. This is when a student is allowed to determine how long they will remain within a particular lesson. Students might be able to use a slider bar, fast forward and/or play buttons to move quickly through this type of lesson. The final option is the Access to Learner Support. In this particular format, students can choose whether or not to view additional demonstrations, resources, practice exercises, coach assistance and tutorials.
There are five Learner Control Principles to examine when designing your course:
There are five Learner Control Principles to examine when designing your course:
Learner Control Principle (LCP) 1: Give experienced learners control
When providing Learner Control, a mature student should be given more freedom, allowing them to progress at their own rate. The beginner is not always sure which path to take and which steps are the best. In this instance, they might require a little more guidance as they progress through their program. With this in mind, it is always best to study the characteristics of your student to help you determine which method would be most appropriate. Experienced learners should have prior knowledge of the content being taught. The content should be less complex and the student should demonstrate higher metacognitive skills.
LCP 2: Make important instructional events the default
Require your student to intentionally go around an opportunity to practice the skill that they have just learned. When learning a particular skill selecting "continue" will not skip the Practice link but it will take them directly to the Practice link. According to Clarke and Mayer, courses that require a high amount of practice, will result in a higher rate of skill.
LCP 3: Consider adaptive control (also called personalized instruction or user modeling)
When providing this particular style of implementation, the course adjusts its level of difficulty based on the responses of the student. As a student's level of expertise increases the level of instructional support can decrease. Students that are excelling at a particular task will often skip the Worked Example and proceed directly to the Practice links. Research has proven that this type of adjustment within a program as a student excels results in better test scores.
When providing this particular style of implementation, the course adjusts its level of difficulty based on the responses of the student. As a student's level of expertise increases the level of instructional support can decrease. Students that are excelling at a particular task will often skip the Worked Example and proceed directly to the Practice links. Research has proven that this type of adjustment within a program as a student excels results in better test scores.
LCP 4: Give pacing control
When creating an asynchronous course, it is beneficial for the student to be able to access information in small chunks so that they can progress at their own pace. Adding this form of control can increase a student's learning by allowing them to repeat a lesson or advance if necessary.
LCP 5: Offer navigational support in hypermedia environments
When creating an asynchronous course, it is beneficial for the student to be able to access information in small chunks so that they can progress at their own pace. Adding this form of control can increase a student's learning by allowing them to repeat a lesson or advance if necessary.
LCP 5: Offer navigational support in hypermedia environments
Embedding navigational tools such as course maps, screen titles, links and headers are traditional tools that assist in comprehension. Using these types of tools improve a student's ability to understand and summarize a lesson.
LCP 4 and 5 Demonstrated (or not)
The Georgia Public Broadcasting Website has recently created a site expanding upon the life of the Cherokee Nation here in Georgia. The organization and presentation of the material is grouped together in small chunks which provides a student (or teacher) the ability to access the information at a their own pace. In addition there are a wide selection of navigational tools that allow you to move throughout the tour to discover more about this fascinating aspect of history.
LCP 4 and 5 Demonstrated (or not)
The Georgia Public Broadcasting Website has recently created a site expanding upon the life of the Cherokee Nation here in Georgia. The organization and presentation of the material is grouped together in small chunks which provides a student (or teacher) the ability to access the information at a their own pace. In addition there are a wide selection of navigational tools that allow you to move throughout the tour to discover more about this fascinating aspect of history.
REFERENCES
Clark, R. C., & Mayer, R. E. (2011). E-learning and the science of instruction: Proven guidelines for consumers and designmers of multimedia learning. San Francisco: Pfeiffer
Clark, R. C., & Mayer, R. E. (2011). E-learning and the science of instruction: Proven guidelines for consumers and designmers of multimedia learning. San Francisco: Pfeiffer
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