Learner Control: How does it work?

How does it work?

I think learner control effects the learning process and the accomplishment of the course work. There are two types of control; one is internal, and the other is external. They are the locus of control, defined as a general expectation for internal or external control of reinforcement. Internal learner control leads to successful learners in distance education because the learners are able to perceive their academic success as a result of their accomplishments towards learning. External learner control may lead to a higher dropout rate because the learners believe the outcome is based on fate or luck. Therefore, promoting internal learner control is important for learners to be successful in distance education (Student7, 1997).

Hooper, Chanchai, and Williams (1993) suggested that learner control involves delegating instructional decision making to learners, which is similar to what others have been posting. However, Reeves (1993) defines learner control as those design features of CBI that enable learners to choose freely the path, rate, content, and nature of feedback in instruction. Reeves also points out that a problem with researching learner control centers around what learner control really is . . . because it could be the pace of learning, as well as sequencing, content, and speed of a program; and much more.

So when we are discussing learner control, and researching learner control . . . what are we really talking about? Learner control of all variables, or only some? Are there aspects to control which are best controlled by the instructor, and others the student? I agree that "both teachers and learners are equally important in the learning environment. The presence of both of them is necessary - not optional"(Student3) and "Teachers must become facilitators of learning where control of the learning transaction is shared by the teacher and the learner."(Student1) . . . and I don't think anyone of us believes that there isn't an instructor/learner interaction where control is shared in some way . . . I'm wondering only about the next step in research. Maybe someone would find it an important study to take on . . . which aspects of control are best "kept" by instructors and which are best "kept" by students? (Student5, 1997).

References

Hooper, S., Chanchai, T., Williams, M. D. (1993). The effects of cooperative learning and learner control on high- and average-ability students. Educational Technology Research and Development 41(2), 5-18.

Reeves, T. C. (1993). Pseudoscience in computer-based instruction: The case of learner control research. Journal of Computer-Based Instruction 20(2), 39-46.

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