Promoting Self-Regulated Learning Through the Use of iBooks
Destinee Eubank, University of Kansas, United States
EdMedia + Innovate Learning, in Montreal, Quebec, Canada ISBN 978-1-939797-16-2 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC
Abstract: There are many aspects to be considered when instilling in students the ability to self-regulate their learning. Among the most important are goal setting, motivation, and progress monitoring. Highly interactive iBooks can be constructed that allow students to learn at their own pace while simultaneously offering tasks and activities that allow students to understand both their current knowledge level and their rate of progress towards mastery. These books can also be constructed in a way that encouraging students to move through the book in a linear fashion, thus minimizing confusion and increasing motivation. This paper includes a discussion about how each of the aspects listed above relates to self-regulated learning, as well as how that information can be used to create highly interactive iBooks. Also discussed are a number of resources freely a
Eubank, D. (2015). Promoting Self-Regulated Learning Through the Use of iBooks. In S. Carliner, C. Fulford & N. Ostashewski (Eds.), Proceedings of EdMedia 2015--World Conference on Educational Media and Technology (pp. 1198-1202). Montreal, Quebec, Canada: Association for the Advancement of Computing in Education (AACE).
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