Stijn Van Laer

In Search of Attributes That Support Self-Regulation in Blended Learning Environments.

Blended forms of learning have become increasingly popular. Learning activities within these environments are supported by a large variety of online and face-to-face interventions. However, it remains unclear whether these blended environments are successful, and if they are, what makes them successful. Studies suggest that blended learning challenges the self-regulatory abilities of learners, though the literature does little to explain these findings; nor does it provide solutions. In particular, little is known about the attributes that are essential to support learners and how they should guide course design. To identify such attributes and enable a more thoughtful redesign of blended learning environments, this systematic literature review (n = 95) examines evidence published between 1985 and 2015 on attributes of blended learning environments that support self-regulation. The purpose of this review is therefore to identify and define the attributes of blended learning environments that support learners’ self-regulatory abilities. Seven key attributes were found (authenticity, personalization, learner-control, scaffolding, interaction, cues for reflection and cues for calibration). This review is the first to identify and define the attributes that support self-regulation in blended learning environments and thus to support the design of blended learning environments. This study may serve to facilitate the design of blended learning environments that meet learners’ self-regulatory needs. It also raises crucial questions about how blended learning relates to well-established learning theories and provides a basis for future research on self-regulation in blended learning environments.

Teacher use of the interactive whiteboards in Flemish secondary education--mapping against a transition framework

Interactive Whiteboards (IWBs) are a relatively new, but increasingly more common, tool in the classrooms of Flemish Secondary schools. This paper reports on research which attempted to map not only the amount of IWB use in Flemish secondary schools but, perhaps more importantly, to assess how they are used and the progress of teachers in developing their IWB skills in the classroom. An online quantitative survey was conducted, based on a detailed IWB transition framework. The survey (n = 433) identified the distribution and usage levels of the IWB by teachers in Flemish Secondary Education. The results show that the distribution of IWBs is affected by the educational network to which a teacher belongs. In terms of the level of IWB use, teachers classified themselves predominantly in the first two stages of the transition framework (Black/Whiteboard Substitute and Apprentice use). This would suggest that teachers in Flemish Secondary Education have been initiated (in a technological sense) in using the IWB and are beginning to initiate (in a pedagogic sense) wider usage, including incorporating pupil use of the IWB. In this process, however, teachers appeared to be more confident in technical use of the ICT skills, but less confident in developing new pedagogic approaches which may exploit the full potential of the IWB.