| Studies comparing learner-controlled with system-controlled instruction have mainly been concerned with the effects of the instructional methods on motivation/student involvement and learning outcomes, not with the mechanisms that underlie the learner-controlled process. Moreover, these studies assumed that students are capable of accurate self-assessment and appropriate task selection. However, since there is evidence that learners typically misassess their own competence, fair conduction of such studies requires training students on self-assessment and task selection beforehand. To be able to design such an assessment and selection training, this project 1. tries to uncover the cognitive mechanisms underlying the self-assessment and subsequent learner-controlled task selection process as a function of learner expertise 2. investigates whether an assessment and selection training leads to more accurate self-assessment and task selection, as reflected by learning outcomes 3. investigates in two experiments (one single-session and one longitudinal ) the effects of an assessment and selection training and subsequent engagement in learner-controlled instruction on students self-regulated learning competence (SRLC) development, involvement, and learning. |
