A Goal-oriented Approach In Promoting On-line Learning

Web-based learning is in essence a process of self-regulated learning supported by web-based learning environment. However, a large number of learners cannot exercise self-regulation or make self-adjustment, thus finding it difficult to cope with web-based learning. What's worse, little humanized learner support is provided in the design of web-based courses. Consequently, the quality of on-line learning can hardly be guaranteed.Goal-setting is one of the most important factors which can have a strong impact on self-regulated learning in web environment, since goals and objectives can help to convert the needs of action into motivation, driving people to make efforts in some certain direction. And learners will compare the performance results with those objectives set in advance, making adjustments and modifications accordingly. Step by step, they achieve the ultimate goal. Lack of goal-orientation is just one of the most important reasons why many learners cannot adapt themselves to the web-based self-regulated learning. In order to improve the quality of online-learning, from the course designer's angle, one of the tasks is to enhance a goal-oriented on-line learning with the guide of goal-setting theory. This article tries to explore the method of providing sound and specific learning objectives for on-line learners, to control and support the dynamic goal-oriented learning, and to help the learners to develop their own goal-setting capabilities so as to help adapt themselves to the self-regulated learning environment.Goal-setting, as an important aspect of self-regulated learning, is a capability which can be gained through a gradual process of developing from external control to self control and from consciousness to automation. In on-line course design, we should adopt the idea of"releasing control gradually"by exercising enough external control first and then reducing it till the learners can totally adapt themselves to self-regulation with some support and aids from outside. Since goal-setting is a continuous process which should penetrate through every aspect of learning, designers should take learners'needs into consideration and provide relevant support and aids to help them conduct self-administration throughout the whole learning process. The article provides an easy model for the design of this process. In element-design, I contend to conduct the design both in"hard"and"soft"environment. The former refers to those tools and other physical aids that can help facilitate goal-oriented self-regulation, while the latter refers to those strategies focusing on developing the capabilities in learners themselves.