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The relation between self-regulation and the embedding of support in learning environments

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Abstract

The current study investigates whether embedding support may provide a solution to sub optimal use of support and whether this is related to learners’ self-regulation skills and goal orientation. Sixty students were divided in a condition where support was embedded and a condition where support was non-embedded. Results reveal that the embedded group used more and spent more time on the use of support. Quality of use differed for one support device only, with quality being higher in the non-embedded group. An interaction with self-regulation was found. High self-regulators use the support devices less optimal when support is embedded. No conclusions could be drawn with respect to goal orientation. Quality of usage and proportional time spent on support influenced learning outcomes.

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Notes

  1. This assumption relates to learners of high-school age or older.

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Acknowledgements

The authors want to thank Regine Wittermann and Hélian Guislain for their help in adapting the learning material to a German setting; Carolin Hoenicke for her conscientious help with the experiments, and Patrick Guislain for his thorough language check. This research was made possible due to an internationalization grant of the group Humanities and Social Sciences of the Katholieke Universiteit Leuven and due to a grant of the Flemish Research Council (project G.0480.09).

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Authors and Affiliations

  1. Center for Instructional Psychology and Technology, Katholieke Universiteit Leuven, Vesaliusstraat 2, Box 3770, 3000, Leuven, Belgium

    Geraldine Clarebout & Jan Elen

  2. University of Applied Sciences, Northwestern Switzerland, Riggenbachstrasse 16, 4600, Olten, Switzerland

    Holger Horz

  3. University of Koblenz-Landau, Thomas-Nast-Strasse 44, 76829, Landau, Germany

    Wolfgang Schnotz

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  1. Geraldine Clarebout
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  2. Holger Horz
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  3. Wolfgang Schnotz
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  4. Jan Elen
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Correspondence to Geraldine Clarebout.

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Clarebout, G., Horz, H., Schnotz, W. et al. The relation between self-regulation and the embedding of support in learning environments. Education Tech Research Dev 58, 573–587 (2010). https://doi.org/10.1007/s11423-009-9147-4

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