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Preparing Online Learning Readiness with Learner-Content Interaction: Design for Scaffolding Self-Regulated Learning
Abstract
Online learning readiness is fundamental to student successful participation, presence, and interaction in online courses. Effective facilitation of these key components depends on sound instructional design. In self-directed online environments, learner-content interaction and scaffolding self-regulated learning have been found of primary importance to generate meaningful learning. To provide a solution to the challenges of interoperability of various functions in synchronous online learning environments, this chapter presents a case study about the design and development of a self-paced orientation to help students acquire online learning readiness. Learner-content interaction is strategically utilized in the design to scaffold self-regulated learning. The results of the case study demonstrate that this orientation positively prepares students to be ready for learning in a synchronous online environment. The approach can be of practical use to individuals and groups.
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