Yeol Huh

Self-Regulated Learning: The Continuous-Change Conceptual Framework and a Vision of New Paradigm, Technology System, and Pedagogical Support:

A modified conceptual framework called the Continuous-Change Framework for self-regulated learning (SRL) is presented. Common elements and limitations among the past frameworks are discussed in relation to the modified conceptual framework. The iterative nature of the goal setting process and overarching presence of self-efficacy and motivational beliefs are emphasized as an improvement in the modified framework. Also, the limitations of current SRL frameworks in terms of full SRL are identified. On the basis of these limitations, we discuss the potential of SRL for the information-age paradigm of education as well as implications for pedagogical thinking for teaching students to be more self-regulated.

Introduction to “Using Evaluation to Build Organizational Performance and Learning Capability: A Strategy and a Method”

When I was completing my coursework for both my MS and PhD programs in instructional systems technology, I was exposed to a number of theories, models, principles, and frameworks for the fields of instructional and performance technologies. Theories have provided me with a solid understanding of the relationships among various constructs and also provided me with explanations of certain phenomena, whereas models, principles, and frameworks have provided me with concrete ideas as to how to apply theoretical knowledge to actual instructional design and development (IDD) and human performance technology (HPT) projects.