About this paper

Appears in:
Pages: 2748-2755
Publication year: 2011
ISBN: 978-84-615-0441-1
ISSN: 2340-1117

Conference name: 3rd International Conference on Education and New Learning Technologies
Dates: 4-6 July, 2011
Location: Barcelona, Spain

THE DEVELOPMENT OF AN ONLINE COURSE USING KELLER’S PSI AND SELF-REGULATION FRAMEWORK

X. Pan

Virginia Tech (UNITED STATES)
Developmental research is to test theory, to validate practice, and to empirically establish new procedures, techniques, and tools based on a methodical analysis of specific cases, seeking to create usable knowledge grounded in data systematically derived from practice. Richey and Klein (2008, p.749) defined two types of developmental research. Among them, type 2 study is model research to draw generalized conclusions and develop design procedures, including model development, model validation, model use etc. This paper will present a developmental research on a learning procedure to train novice learners’ self-regulative skills via a PSI-based learning product.

Although PSI (Personalized System of Instruction) designed by Fred Keller had no longer been considered continuing its popularity since 1980’, the computer has actually been creating new chances for PSI. The dawn of the Internet age has been providing channels and spaces for researchers with new development of PSI starting in the 1990’. The features of computers and new technologies are being combined into PSI procedures and enlarge PSI’s applied scope effectively.

Computer-Aided PSI courses and PSI-based programs are becoming one of important trends in current PSI research and implementation. Eyre (2007) discussed two cases on how application of computer and new technologies, particularly Internet, increased the flexibilities of PSI courses. Some new distance education platforms (such as Blackboard and WebCT) share similar features with PSI and make PSI courses more efficient and economical. PSI may play a major innovative role in many distance or online education courses in the near future.

A highly structured PSI classroom organizes instructional materials by individual units, and learners can move completely at their own pace. In a constructivist learning environment, learners can control their own lesson pace and sequence, and further, adjust their control on lesson pace and sequence based on effective feedback. Constructivist perspectives provide further theoretical support to application of Keller’s model in practical settings.

Since the middle of eighties in the last century, educational reformers have advanced the development of self-regulated.More recently there has been an increasing interest in self-regulated learning as an important factor interacting with performance and achievement. Researchers believe that intelligence and general academic ability are relatively stable variables, but cognitive abilities and motivation can be changed through learning.

This study will explore how a modified PSI-based learning platform, combined with new computers and the Internet technologies, benefits novice learners’ self-regulative skills, how to assist them proactively and initiatively engage in their learning activities and are self-motivated and self-directive to achieve desired goals.
@InProceedings{PAN2011DEV,
author = {Pan, X.},
title = {THE DEVELOPMENT OF AN ONLINE COURSE USING KELLER’S PSI AND SELF-REGULATION FRAMEWORK},
series = {3rd International Conference on Education and New Learning Technologies},
booktitle = {EDULEARN11 Proceedings},
isbn = {978-84-615-0441-1},
issn = {2340-1117},
publisher = {IATED},
location = {Barcelona, Spain},
month = {4-6 July, 2011},
year = {2011},
pages = {2748-2755}}
TY - CONF
AU - X. Pan
TI - THE DEVELOPMENT OF AN ONLINE COURSE USING KELLER’S PSI AND SELF-REGULATION FRAMEWORK
SN - 978-84-615-0441-1/2340-1117
PY - 2011
Y1 - 4-6 July, 2011
CI - Barcelona, Spain
JO - 3rd International Conference on Education and New Learning Technologies
JA - EDULEARN11 Proceedings
SP - 2748
EP - 2755
ER -
X. Pan (2011) THE DEVELOPMENT OF AN ONLINE COURSE USING KELLER’S PSI AND SELF-REGULATION FRAMEWORK, EDULEARN11 Proceedings, pp. 2748-2755.
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