Intervention strategies to increase self-efficacy and self-regulation in adaptive on-line learning

Authors:
Teresa Hurley
Affiliations:
National College of Ireland, Dublin 1, Ireland
Venue:
AH'06 Proceedings of the 4th international conference on Adaptive Hypermedia and Adaptive Web-Based Systems
Year:
2006

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Abstract

This research outline refers to the validation of interventional strategies to increase the learner’s motivation and self-efficacy in an on-line learning environment. Previous work in this area is mainly based on Keller’s ARCS model of instructional design and this study argues for an approach based on Bandura’s Social Cognitive Theory – especially the aspects of self-efficacy and self-regulation. The research plan envisages two phases: The first phase will extract rules for interventional strategy selection from expert teachers. The second phase aims to validate these rules by providing to the learner the selected strategy and observing the resulting behavior.