학습과정(學習過程) 자률관리(自律管理) 촉진(促進)을 위(爲)한 교수리론(敎授理論)의 개발(開發) = Development of an Instructional Theory for Learner Control: Empowering Learners to Manage Learning Processes

다국어 초록 (Multilingual Abstract)

The purpose of this study is to develop a prescriptive instructional theory of learner control for instructional designers and educators. The theoretical framework of learner control in conjunct ion with the self regulation of learning, learner characteristics, an dlearner motiv at ion may make educator s an d instructional designer s understand why it may be effect iv e to allow learners to have some control over the learning process. The active roles of learner sand support iv e roles of educators need to be identified in order to empower learner sin the s elf-regulated learning environment. Based on a literature review, descript iv e conceptual models relevant to learner control decisions were developed. Four taxonomies of critical variables of a learner``s contro decision making were identified from the models. Then, both empirical and theoretical research findings were integrated on the basis of the conceptual models. As a result of the integration, the relationship among variables was indentified. Based on the relationship, a prescriptive instructional theory of learner control was developed, Both inductive and deductive approaches of theory building were applied in the study. This theory includes four instructional modes for learner control, F our major instructional conditions in this theory are considered. Each model can be used in each specific situation. Critical success factors in each model are the main prescriptions for each situation. Instructional designers may employ this theory to design more effective instructional programs which enable learners to make better decisions about their learning process and manage that process more effectively. Educators or instructors may exploit this theory to implement more effective instructional programs that recongnize the value of learners`` decision making and management of their own learning processes. This theory attempts to link previous research findings and practitioners`` prescriptions whthin a logically consistent framework.