An instructional design model for screencasting: Engaging students in self-regulated learning

Students entering first year university mathematics courses in Australia often show gaps in their mathematical understanding and may not have the cognitive and metacognitive skills to cope with abstract thinking. Screencasts produced as learning support for these students have definite benefits as learners have flexibility in accessing the resources at their convenience, and they can watch step by step model explanations of concepts and operations. Nevertheless, the instructional format of most mathematical screencasts focuses on expert performance of, and commentary on a particular skill, and often neglects to consider the active engagement and participation of the learner.