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The Self-Regulated Learning in Cognitive, Interactive, and Transparent Teaching Interface

Hsiu-Ju Chang
Department of Education, National Chengchi University, Taipei, Taiwan, R.O.C
Abstract—The autonomy support and structure are two essential dimensions of self-determination. This paper proposed a mechanism, Cognitive, Interactive, and Transparent Teaching Interface (CITTI), which maintain the ways of autonomy structure and support for teachers to promote self-regulation learning with autonomy support and structure of self-determination processes. Participants were 31 junior high school learners (grade 7, 12~14 years old, 16 males, 15 females). To make learning visible and sensible is an essential mechanism for teaching generation and learning regulation in initiative thinking, sensing, perceiving, and action to explore, monitor, govern, and support the learning and teaching processes. The cognitive, interactive, and transparent teaching interface is both the a framework which is driven by the needs of users, and an architecture which is constructed by the perceptions of instructor to control, share, and distribute suitable information to suitable users.

Index Terms—self-regulation, cognitive, interactive, and transparent teaching interface, supporting social architecture, making learning visible

Cite: Hsiu-Ju Chang, "The Self-Regulated Learning in Cognitive, Interactive, and Transparent Teaching Interface," International Journal of Learning and Teaching, Vol. 1, No. 2, pp. 122-128, December 2015. doi: 10.18178/ijlt.1.2.122-128
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