Scaffolding advice on task selection: a safe path toward self‐directed learning in on‐demand education

References

• Anderson , J.R. 1990 . Cognitive psychology and its implications , New York : Freeman .
   Google Scholar
• Bandura , A. 1986 . Social foundations of thought and action: A social‐cognitive theory , Englewood Cliffs, NJ : Prentice Hall .
   Google Scholar
• Bell , B.S. and Kozlowski , S.W.J. 2002 . Adaptive guidance: Enhancing self‐regulation, knowledge, and performance in technology‐based training . Personnel Psychology , 55 : 267 – 306 .
   Web of Science ®Google Scholar
• Biemans , H.J.A. , Nieuwenhuis , L. , Poell , R. , Mulder , M. and Wesselink , R. 2004 . Competence‐based VET in The Netherlands: Backgrounds, pitfalls and implications . Journal of Vocational Education and Training , 56 ( 4 ) : 523 – 38 .
   Google Scholar
• Birenbaum , M. and Dochy , F. , eds. 1996 . Alternatives in assessment of achievement, learning processes and prior knowledge , Boston, MA : Kluwer .
   Google Scholar
• Bjork , R.A. 1999 . “ Assessing our own competence: Heuristics and illusions ” . In Cognitive regulation of performance: Interaction of theory and application , Edited by: Gopher , D. and Koriat , A. 437 – 59 . Cambridge, MA : MIT Press .
   Google Scholar
• Boud , D. 1995 . Enhancing learning through self‐assessment , London, , UK : Kogan Page .
   Google Scholar
• Brockett , R.G. and Hiemstra , R. 1991 . “ A conceptual framework for understanding self‐direction in adult learning ” . In Self‐direction in adult learning: Perspectives on theory, research, and practice , Edited by: Brockett , R.G. and Hiemstra , R. 18 – 33 . London/New York : Routledge .
   Google Scholar
• Clark , R.E. 1989 . “ When teaching kills learning: Research on mathemathentics ” . In Learning and instruction: European research in an international context , Edited by: Mandl , H. , De Corte , E. , Bennett , N. and Friedrich , H.F. Vol. 2 , 1 – 22 . Oxford, , UK : Pergamon Press .
   Google Scholar
• Corbalan , G. , Kester , L. and van Merriënboer , J.J.G. 2006 . Towards a personalized task selection model with shared instructional control . Instructional Science , 34 : 399 – 422 .
   Web of Science ®Google Scholar
• Deci , E.L. and Ryan , R.M. 1985 . Intrinsic motivation and self‐determination in human behavior , New York : Plenum .
   Google Scholar
• Flavell , J.H. 1979 . Metacognition and cognitive monitoring . American Psychologist , 34 ( 10 ) : 906 – 11 .
   Web of Science ®Google Scholar
• Gagné , R.M. 1985 . The conditions of learning and theory of instruction , 4th ed. , New York, Holt : Rinehart and Winston .
   Google Scholar
• Gray , S.H. 1987 . The effect of sequence control on computer‐assisted learning . Journal of Computer‐Based Instruction , 14 : 54 – 56 .
   Web of Science ®Google Scholar
• Hannafin , M.J. 1984 . Guidelines for using locus of instructional control in the design of computer‐assisted instruction . Journal of Instructional Development , 7 ( 3 ) : 6 – 10 .
   Google Scholar
• Hartley , J.R. 1985 . Some psychological aspects of computer‐assisted learning and teaching . Programmed Learning and Educational Technology , 22 ( 2 ) : 140 – 9 .
   Web of Science ®Google Scholar
• Higgins , R. , Hartley , P. and Skelton , A. 2001 . Getting the message across: The problem of communicating assessment feedback . Teaching in Higher Education , 6 ( 2 ) : 269 – 74 .
   Google Scholar
• Hill , J.R. and Hannafin , M.J. 2001 . Teaching and learning in digital environments: The resurgence of resource‐based learning . Educational Technology, Research and Development , 49 ( 3 ) : 37 – 52 .
   Web of Science ®Google Scholar
• Hooper , S. and Hannafin , M.J. 1988 . Learning the ROPES of instructional design: Guidelines for emerging interactive technologies . Educational Technology , 28 ( 7 ) : 14 – 17 .
   Google Scholar
• Iyengar , S.S. and Lepper , M.R. 2000 . When choice is demotivating: Can one desire too much of a good thing? . Journal of Personality and Social Psychology , 76 : 995 – 1006 .
   Google Scholar
• Katz , I. and Assor , A. 2007 . When choice motivates and when it does not . Educational Research Review , 19 : 429 – 42 .
   Google Scholar
• Keller , J.M. 1987 . The systematic process of motivational design . Performance and Instruction , 26 ( 9 ) : 1 – 8 .
   Google Scholar
• Kluger , A.N. and DeNisi , A. 1996 . The effects of feedback interventions on performance: A historical review, a meta‐analysis, and a preliminary feedback intervention theory . Psychological Bulletin , 119 ( 2 ) : 254 – 84 .
   Web of Science ®Google Scholar
• Knowles , M.S. 1975 . Self‐directed learning: A guide for learners and teachers , Englewood Cliffs, NJ : Prentice Hall/Cambridge .
   Google Scholar
• Knowles , M.S. 1986 . Using learning contracts: Approaches to individualising and structuring learning , San Francisco, CA : Jossey‐Bass .
   Google Scholar
• Könings , K.D. , Brand‐Gruwel , S. and van Merriënboer , J.J.G. 2005 . Towards more powerful learning environments through combining the perspectives of designers, teachers and students . British Journal of Educational Psychology , 75 ( 4 ) : 645 – 60 .
   PubMed Web of Science ®Google Scholar
• Land , S.M. 2000 . Cognitive requirements for learning with open‐learning environments . Educational Technology Research and Development , 48 ( 3 ) : 61 – 78 .
   Web of Science ®Google Scholar
• Levett‐Jones , T.L. 2005 . Self‐directed learning: Implications and limitations for undergraduate nursing education . Nurse Education Today , 25 ( 1 ) : 363 – 8 .
   PubMedGoogle Scholar
• Mager , R.F. 1962 . Preparing instructional objectives , Belmont, CA : Fearon Publishers .
   Google Scholar
• McCombs , B.L. and Whisler , J.S. 1989 . The role of affective variables in autonomous learning . Educational Psychologist , 24 : 277 – 306 .
   Web of Science ®Google Scholar
• Merrill , M.D. 1975 . Learner control: Beyond aptitude–treatment interactions . AV Communication Review , 231 ( 2 ) : 217 – 26 .
   Google Scholar
• Merrill , M.D. 1980 . Learner control in computer based learning . Computers and Education , 4 : 77 – 95 .
   Web of Science ®Google Scholar
• Merrill , M.D. 1994 . Instructional design theory , Englewood Cliffs, NJ : Educational Technology Publications .
   Google Scholar
• Merrill , M.D. 2002 . First principles of instructional design . Educational Technology, Research and Development , 50 ( 1 ) : 43 – 59 .
   Google Scholar
• Milheim , M.D. and Martin , B.L. 1991 . Theoretical bases for the use of learner control: Three different perspectives . Journal of Computer‐Based Instruction , 18 ( 2 ) : 99 – 105 .
   Google Scholar
• Niemiec , R.P. , Sikorski , C. and Walberg , H. 1996 . Learner‐control effects: A review of reviews and a meta‐analysis . Journal of Educational Computing Research , 15 ( 2 ) : 157 – 75 .
   Google Scholar
• Norman , H.G. and Schmidt , G.R. 2000 . Effectiveness of problem‐based learning curricula: Theory, practice and paper darts . Medical Education , 34 ( 9 ) : 721 – 28 .
   PubMed Web of Science ®Google Scholar
• Reeves , T.C. 1993 . Pseudoscience in computer‐based instruction: The case of learner control research . Journal of Computer‐Based Instruction , 20 ( 2 ) : 39 – 46 .
   Web of Science ®Google Scholar
• Reigeluth , C.M. and Stein , F.S. 1983 . “ The elaboration theory of instruction ” . In Instructional‐design theories and models , Edited by: Reigeluth , C.M. 335 – 382 . Hillsdale, NJ : Erlbaum .
   Google Scholar
• Roselli , T. 1991 . Control of user disorientation in hypertext systems . Educational Technology , 31 ( 12 ) : 42 – 46 .
   Google Scholar
• Rosenshine , B. and Meister , C. 1992 . The use of scaffolds for teaching higher‐level cognitive strategies . Educational Leadership , 49 ( 7 ) : 26 – 33 .
   Web of Science ®Google Scholar
• Ross , S.M. and Rakow , E.A. 1981 . Learner control versus program control as adaptive strategies for selection of instructional support on Math rules . Journal of Educational Psychology , 73 ( 5 ) : 745 – 53 .
   Web of Science ®Google Scholar
• Ross , S.M. , Rakow , E.A. and Bush , A.J. 1980 . Instructional adaptation for self‐managed learning systems . Journal of Educational Psychology , 72 : 312 – 20 .
   Web of Science ®Google Scholar
• Ryan , R. and Deci , E. 2000 . Self‐determination theory and the facilitation of intrinsic motivation, social development, and well‐being . American Psychologist , 55 : 68 – 78 .
   PubMed Web of Science ®Google Scholar
• Sadler , D.R. 1983 . Evaluation and the improvement of academic learning . Journal of Higher Education , 54 : 60 – 79 .
   Web of Science ®Google Scholar
• Salden , R.J.C.M. , Paas , F. , Broers , N. and van Merriënboer , J.J.G. 2004 . Mental effort and performance as determinants for the dynamic selection of learning tasks in air‐traffic control training . Instructional Science , 32 : 153 – 72 .
   Google Scholar
• Salomon , G. 1983 . The differential investment of mental effort in learning from different sources . Educational Psychologist , 18 ( 1 ) : 42 – 50 .
   Google Scholar
• Salomon , G. 1985 . Information technologies: What you see is not (always) what you get . Educational Psychologist , 20 ( 4 ) : 207 – 16 .
   Web of Science ®Google Scholar
• Schwartz , B. 2004 . The paradox of choice: Why more is less , New York : Harper Collins .
   Google Scholar
• Seidel , S. , Walters , J. , Kirby , E. , Olff , N. , Powell , K. and Veenema , S. 1997 . Portfolio practices: Thinking through the assessment of children’s work , Washington, DC : NEA Publishing Library .
   Google Scholar
• Snow , R.E. 1980 . Aptitude, learner control, and adaptive instruction . Educational Psychologist , 15 ( 3 ) : 151 – 8 .
   Google Scholar
• Steinberg , E.R. 1977 . Review of student control in computer‐assisted instruction . Journal of Computer‐Based Instruction , 3 : 84 – 90 .
   Google Scholar
• Steinberg , E.R. 1989 . Cognition and learner control: A literature review . Journal of Computer‐Based Instruction , 16 ( 4 ) : 117 – 24 .
   Web of Science ®Google Scholar
• Tennyson , C.L. , Tennyson , R.D. and Wolfgang , R. 1980 . Content structure and instructional control strategies as design variables in concept acquisition . Journal of Educational Psychology , 72 ( 4 ) : 499 – 505 .
   Web of Science ®Google Scholar
• Tennyson , R.D. 1980 . Instructional control strategies and content structure as design variables in concept acquisition using computer based instruction . Journal of Educational Psychology , 72 ( 4 ) : 525 – 32 .
   Web of Science ®Google Scholar
• Tennyson , R.D. and Buttery , T. 1980 . Advisement and management strategies as design variables in computer‐assisted instruction . Educational Communication and Technology Journal , 28 ( 3 ) : 169 – 76 .
   Google Scholar
• Tillema , H. 2003 . Integrating development assessment with student‐directed instruction: A case in vocational education in the Netherlands . Journal of Vocational Education and Training , 55 ( 1 ) : 13 – 128 .
   Google Scholar
• Tousignant , M. and DesMarchais , J.E. 2002 . Accuracy of student self‐assessment compared to their own performance in a problem‐based learning medical correlation study . Advances in Health Sciences Education , 7 : 19 – 27 .
   PubMed Web of Science ®Google Scholar
• Van den Boom , G. , Paas , F. , van Merriënboer , J.J.G. and van Gog , T. 2004 . Reflection prompts and tutor feedback in a web‐based learning environment: Effects on students’ self‐regulated learning competence . Computers in Human Behavior , 20 : 551 – 67 .
   Web of Science ®Google Scholar
• van Gog , T.A.J.M. , Paas , F. and van Merriënboer , J.J.G. 2004 . Process‐oriented worked examples: Improving transfer performance through enhanced understanding . Instructional Science , 32 : 83 – 98 .
   Web of Science ®Google Scholar
• Van Merriënboer , J.J.G. 1997 . Training complex cognitive skills: A four‐component instructional design model for technical training , Englewood Cliffs, NJ : Educational Technology .
   Google Scholar
• Van Merriënboer , J.J.G. and Kirschner , P.A. 2001 . Three worlds of instructional design: State of the art and future directions . Instructional Science , 29 : 429 – 41 .
   Google Scholar
• Van Merriënboer , J.J.G. , Kirschner , P.A. and Kester , L. 2003 . Taking the load off a learner’s mind: Instructional design for complex learning . Educational Psychologist , 38 : 5 – 13 .
   Web of Science ®Google Scholar
• Van Merriënboer , J.J.G. , Clark , R. and de Croock , M.B.M. 2002 . Blueprints for complex learning: The 4C/ID‐model . Educational Technology, Research and Development , 50 : 39 – 64 .
   Web of Science ®Google Scholar
• Williams , M.D. 1996 . “ Learner‐control and instructional technologies ” . In Handbook of research for educational communications and technology , Edited by: Jonassen , D.H. 957 – 82 . New York : Simon & Schuster Macmillan .
   Google Scholar
• Wydra , F.T. 1980 . Learner‐controlled instruction , Englewood Cliffs, NJ : Educational Technology .
   Google Scholar
• Zeichner , K. and Wray , S. 2001 . The teaching portfolio in US teacher education programs: What we know and what we need to know . Teaching and Teacher Education , 17 : 613 – 21 .
   Web of Science ®Google Scholar
• Zimmerman , B.J. 1994 . “ Dimensions of academic self‐regulation: A conceptual framework for education ” . In Self‐regulation of learning and performance: Issues and educational applications , Edited by: Schunk , D.H. and Zimmerman , B.J. 3 – 21 . Mahwah, NJ : Erlbaum .
   Google Scholar