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An overview of learners’ expectations versus instructors’ expectations on the role of computer technology in promoting self-directed learning in higher educational institutions
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, University of Saskatchewan, Canada

EdMedia + Innovate Learning, in Vancouver, Canada ISBN 978-1-880094-62-4 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC

Abstract

Abstract: The use of computer technology in self-directed learning helps to motivate learners (Smith, Smith, & Boone, 2000; Weems, 2002; Kim, Chang, Lee, Jun, & Kim, 2003; Rodgers & Withrow-Thorton, 2005; Dillon-Marable & Valentine, 2006). The structure of hypermedia and its interactivity features also help promote self-directed learning (Kim, Williams, & Dattilo, 2002; Mamary & Charles, 2003; Piskurich, 2004; Saade & Kira, 2004; Vonderwell & Zachariah, 2005; Moos & Azevedo, 2006). However, there may be different points of view on the role of computer technology in promoting self-directed learning. There is a need to examine the different perspectives on the use of computer technology in self-directed learning. This paper explores the expectations of learners versus expectations of the instructors on the use of computer technology in the self-directed learning environment. A framework is suggested for instructional designers to look at some concerned areas when developing related computer courseware in future.

Citation

Teh, S.C. (2007). An overview of learners’ expectations versus instructors’ expectations on the role of computer technology in promoting self-directed learning in higher educational institutions. In C. Montgomerie & J. Seale (Eds.), Proceedings of ED-MEDIA 2007--World Conference on Educational Multimedia, Hypermedia & Telecommunications (pp. 2105-2109). Vancouver, Canada: Association for the Advancement of Computing in Education (AACE). Retrieved October 19, 2019 from .

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