期刊名称：International Journal of Education and Development using Information and Communication Technology
电子版ISSN：1814-0556
出版年度：2011
卷号：7
期号：3
页码：74-95
出版社：University of the West Indies
摘要：Research has indicated that Hole In The Wall Education Limited (HiWEL) learning stations provide an opportunity for children to pick up necessary skills to operate a computer and selfinstruct themselves to learn new things on their own. This clearly indicates that children in the age range 8 to 14 years using HiWEL learning station are self – regulated learners. The very nature of the learning station encourages children to organize themselves and form groups to use the learning station. As there is no teacher/instructor at these learning stations, children are self – motivated to work at the learning stations. They decide when and how to use the learning station. They use meta-cognitive strategies such as elaboration, rehearsal, etc to work at these stations. The question now is to ascertain whether HiWEL learning station acts as a catalyst in increasing the self-regulatory behavior among HiWEL users. This paper is an attempt to find out whether school-going children who are exposed to the HiWEL learning station are higher on self regulatory behavior as compared to school going children who are not exposed to HiWEL learning station. Though, this study is exploratory and is a smaller part of a larger study, yet the results are very encouraging and point in the direction that HiWEL learning station plays a vital role in enabling children to become self-regulated learners. In this paper, due acknowledgement is given to ‘Motivated Strategy Learning Questionnaire’ (MSLQ) which has been adapted in the context of HiWEL Learning stations to measure self regulation among children. Interestingly, it also throws light on the fact that some parameters in self –regulatory are more prominent and these parameters are critical to a HiWEL users
