Computer-based learning environments that offer learner control (LC) to the learners are assumed to enhance motivation and learning outcomes.
First, learners are assumed to construct their own meanings, goals, and strategies from the information available from the external environment and their own minds.
One major perceived benefit of self-assessment is that it is assumed to enhance learners ability to self-monitor their learning, which leads to autonomy (Paris & Paris, 2001).
It is assumed that if learners start searching for hints early after an insufficient effort is made to solve a problem, very little, if anything will be learned from it.
In situations where learners take a test multiple times, as is common for high-stakes tests such as IELTS and TOEFL, it could be assumed that learners modify their strategies on the basis of their experience of and initial performance on the test (i.e., test difficulty).
It has so far been assumed that learners know what they need to know.
It was assumed that the learners' individual and collective profiles and experiences play a significant role in determining their needs and motives to enroll in the programme.
Likewise, it can be assumed that internal collaboration scripts guide the way learners understand and act in CSCL practices.
Many learning strategies, such as case-based learning and PBL, assume the learner is committed to lifelong learning and will integrate previous knowledge with newly acquired knowledge[ 10, 11].
Traditional educational systems "have operated largely at the cognitive level and have assumed that the learner is already able to manage her own learning, is already in an appropriate affective state and also is already motivated to learn" (du Boulay et al. 2010, p.197).
