January 2012 Volume 15 Number 1 - Educational Technology ...

teacher/instructor continues to dominate the mindset of these learners (Churton, 2003), making them less
independent. It is crucial to isolate the cultural traits that will enhance learning rather than dismissing all of them as
deterrent to successful learning. AlGhazali’s six steps were adopted to address this particular issue.
Problem
identification
and
problem
definition
ANALYSIS PHASE Planning and needs assessment
Needs
analysis
Researcher’s
experience
o Learner
analysis
o Learning
environment
analysis
Reviewing past
research
Figure 2: The design and development research (DDR) processes
Design and development of the learning console
Theory
development
(Design
principles)
DESIGN PHASE
Pre-production formative
evaluation
Design/concept
walkthrough
Establish product
criteria
Instantiation
Design of the
scaffolding tool
DEVELOPMENT PHASE
Production formative
evaluation
Prototype articulation
Expert
reviews
Tryouts
IMPLEMENTATION PHASE
Implementation formative evaluation
Revise design principles
The first and second research questions were dealt with in the analysis, design, and development phase. As part of
the design and development research agenda, a successful learning console was defined following an extensive
literature review and survey of similar products. In addition, a survey was conducted on a group of distance learners,
followed by several interview sessions. As a scaffolding tool, the learning console should meet the criteria of a
scaffold. In this case, it meant a gradual transfer of responsibility and skills needed to complete particular tasks
successfully (Brophy, 1999).It also meant that the learning console would allow the learners to self-manage the
motivational aspects of task engagement (valuing, satisfaction) as they acquire the capacities for doing so.
The principles that guided the design of the learning console were then developed. Apart from being derived from
theories of adult learning, learner-centred learning, motivation, and motivational self-regulation, the design
principles also have their underpinnings in the researcher’s experience and common knowledge in the field of online
distance learning. Four broad principles guided the design of the learning console: (1) A learner’s learning needs and
existing knowledge must be linked to all future learning, (2) A learner’s cultural background and prior experience
plays an eminent role in the learning process, (3) Motivational factors, such as intrinsic motivation, attributions for
learning, and personal goals, as well as the motivational characteristics of the learning tasks, play a significant role in
the learning process, and (4) The ability to monitor one’s own learning and regulate one’s motivation to learn is
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