A Meta-Analytic Investigation of Objective Learner Control in Web-based Instruction

摘要

Research examining learner control of adult web-based instruction has been inconsistent, showing both positive and negative effects on learning outcomes. In addition, the specific implementation decisions made across studies that are labeled "learner control" often differ dramatically. The purpose of the present study was to provide a theoretical framework by which to understand objective learner control and to empirically test it.