caa a22 4500 467988102 CHVBK 20180323112537.0 cr unu---uuuuu 170328e19900301xx s 000 0 eng 10.1007/BF02298244 doi (NATIONALLICENCE)springer-10.1007/BF02298244 Kinzie Mable the Department of Educational Studies, Curry School of Education, The University of Virginia, 22903-2495, Charlottesville, VA aut Requirements and benefits of effective interactive instruction: Learner control, self-regulation, and continuing motivation [Elektronische Daten] [Mable Kinzie] While educational technologies provide increasing opportunities for interactive exploration in a learning environment, crucial questions remain: Will learners be able to exercise control and effectively regulate their own learning in flexible learning systems? Will they be motivated enough really to explore? Theory and research suggest that learners can and will, if the instructional systems are well-designed and if the learners are adequately prepared. In this paper, the components of learner control, self-regulated learning, and continuing motivation are examined as possible requirements and benefits of effective interactive instruction. A theoretical framework is advanced which illustrates the interdependence and mutual importance of these three components. Educational research in each of these three areas is analyzed, inconsistencies are discussed, and further support is developed for consideration of these components within an instructional situation. Finally, recommendations are offered for future research, to develop further what we know about what makes instruction effective and learners successful. Association for Educational Communications and Technology, 1990 Educational Technology Research and Development Kluwer Academic Publishers 38/1(1990-03-01), 5-21 1042-1629 38:1<5 1990 38 11423 https://doi.org/10.1007/BF02298244 text/html Onlinezugriff via DOI 1 research-article jats NATIONALLICENCE 856 40 https://doi.org/10.1007/BF02298244 text/html Onlinezugriff via DOI NATIONALLICENCE 100 1- Kinzie Mable the Department of Educational Studies, Curry School of Education, The University of Virginia, 22903-2495, Charlottesville, VA aut NATIONALLICENCE 773 0- Educational Technology Research and Development Kluwer Academic Publishers 38/1(1990-03-01), 5-21 1042-1629 38:1<5 1990 38 11423 Metadata rights reserved Springer special CC-BY-NC licence nationallicence BK010053 XK010053 XK010000 NATIONALLICENCE NATIONALLICENCE NL-springer