Design and development of a `learning console` to scaffold the adult online distance learner`s motivational self-regulation and self-direction

Abstract

The research aimed to develop and evaluate a web based tool that is designed to support the adult distance learner’s motivational self-regulation and self-direction. This is in response to the lesser amount of focus on the affective and motivational components in the provision of existing learning support. The goals of the research were concerned with developing research and theory- based design guidelines and finding the right elements to be built into the learning console. Three main components were identified: (1) Task negotiation, (2) Point accumulation status and (3) Task reminders. A four- phase design and development framework is used to describe the design decisions, implementation, and evaluation of the learning console by forty participants including experts in the field, learners, instructors and an instructional designer. The case researched was the Universiti Teknologi MARA (UiTM) online distance learning support; 40 participants were sampled through a non probabilistic mixed purposeful sampling technique where the instructors and the group of learners who met certain criteria were selected. Lessons learned from the evaluation exercises conducted at other sites were utilised to support the design of the learning console. Responses generated during the in-depth interviews and from the observations made in each phase were collated and analysed to furnish the improvements made in the next phase. Results indicated that (1) the learning console has the potential to support the learner’s motivational self-regulation and self-direction and (2) the learners have positive perceptions of the tool. The study also confirmed that for an online tool to be successfully implemented, various aspects including learner habits, learner induction to the system and instructor management of the system should be considered. Cultural entailments, prior learning experience, the instructor’s responsivity and skills in facilitating online negotiations were among the crucial factors identified to influence the utilisation of the learning console. Several categories of conclusions address the conditions that promote successful use of the tool, the barriers to its utilisation, and the revision of the design guidelines. Adequacies of research, future research options, and recommendations for further improvement of the tool are subsequently discussed.