Conceptualizing learner support space

Abstract

This article addresses three types of learner support: (a) support for optimizing use of a computer program, (b) support for learning content, and (c) support for monitoring and enhancing learning. It proposes a multidimensional model of learner-support space defined by the intrusiveness of the delivery methods employed and the prescriptiveness of the content of the learner support provided. Methods of delivering such support through various interface elements, as well as several scenario-based examples of learner support matching the designer's philosophical beliefs, are discussed. The article closes by ident~ying relevant research questions for future study.[] There is a rich literature on the nature of computer-based online help systems. In general, this literature focuses on helping users of computer software understand how to use software more efficiently (see for example, Microsoft, 1995 andShneiderman, 1998). According to Etkerton (1988), the purpose of online support is "to improve current and long-term user performance with the computer interface" (p. 345).

Learner as Bobsled Operator: The Physics of Learner Engagement

“…Unfortunately, many students seem to lack the cognitive skills necessary to handle divergent and reflective demands [60][61][62][63][64][65][66]. In contrast, a banked curve provides the learner/operator with on-demand support, guidance, scaffolding, and help [67]. A sled can go through a banked curve at a faster rate of speed, with a greater level of thrill, less loss of forward momentum, and lower risk.…”