Creating IT Students' Responsibility for Learning

ISSN： 1037-616X

Source： Information Technology, Education and Society, Vol.9, Iss.2, 2008-01, pp. : 65-80

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Abstract

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.