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Creating IT Students’ Responsibility for Learning

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The aim of this study is to outline and explain IT students’ responsibility for learning by investigating the importance of the constructivist self-regulating learning approach to information technology student learning at a tertiary institution in Australia. A research model was developed from the fundamental of the constructivist self-regulating learning principles and theories to evaluate tertiary students learning. Six factors (intrinsic motivation, mental representations, levels of understanding, developmental constraints on learning and reflection to stimulate learning) were identified. A total of 147 students participated in this research between 2005 and 2007. The learning environment and assessment tasks were carefully developed to be aligned with the constructivist self-regulating learning approach. Results suggest that constructivist self-regulating learning is an important approach for Information Technology students. The overall results also suggest that there are strong relationships between all constructivist self-regulating factors. Student interview feedback also suggests that the constructivist self-regulating approach is best suited for research-based assignments.

Keywords: IT education; constructivist; learning responsibility

Document Type: Research Article

Affiliations: Griffith University

Publication date: January 1, 2008

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  • Information Technology, Education and Society is a bi-annual, refereed, international journal which focuses on major and current issues in information technology and their relation to education and society. It seeks original articles which analyse and explore sociological and educational issues relating to new and changing technologies.
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