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Learner Control and e-Learning: Taking Stock and Moving Forward
Book chapter   Open access   Peer reviewed

Learner Control and e-Learning: Taking Stock and Moving Forward

Kenneth G. Brown, Garett Howardson and Sandra L. Fisher
Annual review of organizational psychology and organizational behavior, pp.267-291
Annual Review of Organizational Psychology and Organizational Behavior, Annual Reviews
01/01/2016
DOI: 10.1146/annurev-orgpsych-041015-062344
url
https://doi.org/10.1146/annurev-orgpsych-041015-062344View
Published (Version of record) Open Access

Abstract

Research has historically adopted one of two views toward learner discretion in training: Learner discretion is controlled by training characteristics (i.e., the instruction-centric view), or learner discretion is a substantive learning process, the understanding of which is essential to developing more effective training (i.e., the learner-centric view). More recently, training scholars have followed the general trend in scientific psychology toward increasingly nuanced and interactionist views of individual behavior. That is, the effectiveness of providing learner discretion is a joint and interactive function of both instruction-centric and learner-centric processes. Taken together, learner-centric, instruction-centric, and interactionist-centric processes propose a constellation of constructs necessary to understand learner control. Here we review the diverse literatures examining learner-control-related constructs and derive specific practical recommendations for designing e-learning. These recommendations follow from the interactionist perspective of learning in modern work environments.
 Business & Economics Management Psychology Psychology, Applied Social Sciences

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