Metacognition is a key to effective learning, foundational to critical thinking and fostering scholarly and professional identity. Yet many faculty are uncertain how to integrate metacognitive skill development into classes. This article describes two metacognitive instruments, the TTM-LS and the LSSA, that are short, simple to use, and discipline…

This paper presents field-tested improvements over an 11-year period of a large-scale "Introduction to Information Systems" core business school course and provides a framework for implementation. Engagement and learning in large-scale courses can prove challenging, especially when the class is a requirement within a business school's…

The purpose of this Writer's Forum is to suggest a peer critique strategy and to present a rubric that can help students become more self-regulated learners who are capable of carefully assessing their own work and who can benefit from specific feedback provided by a critical friend. Too often assignment directions are not completely followed…

Personal learning environments (PLEs) and critical information literacies (CILs) are two concepts that have been presented as responses to the challenges of the rich and complex information landscape. While both approaches support learners' critical engagement with new information environments, each was developed within a different field. This…

Flexible Learning (FL) is a pedagogical approach allowing for flexibility of time, place, and audience, including but not solely focused on the use of technologies. We describe Flexible Learning as a pedagogical approach in four courses framed by three key themes: 1) objectives and aspects of course design, 2) evaluation and assessment, and 3)…

Focusing on the transition from school to work, the 21st Century Workforce Commission has recommended closer linkages between secondary schools and colleges and between colleges and the workplace as a means of motivating students toward higher personal goals linked to the world of work. In negotiating the increasingly complex demands of college…

The authors address three questions: (1) What are the foundational practices of team-based learning (TBL)? (2) What are the fundamental principles underlying TBL's foundational practices? and (3) In what ways are TBL's foundational practices similar to and/or different from the practices employed by problem-based learning (PBL) and…

The purpose of this study was to evaluate the impact of a classroom-based strategy instruction package grounded in self-regulated learning. The Self-Regulated Assignment Attack Strategy (SAAS) targeted self-regulation of assignment management and related academic-behavioral variables for 6th grade students in resource support classrooms. SAAS was…

Students' response to the feedback they receive on written assignments is an important but relatively under-researched aspect of teaching and learning. This paper presents an analysis of over 3000 written comments made on 106 assignments in three course modules in a Technology faculty, and also the results of telephone interviews with 43 of the…

This article describes a unique course-based collaboration involving an English professor, a Learning Strategies Counselor, and a Librarian. The potential benefits and barriers of collaborative teaching in literature are reviewed. The article delineates a three-way instruction model built around an annotated bibliography assignment in a…

This study reports findings from an experimental field study of scripted collaboration for net-based learning in the context of a one-semester university course on operating systems. In scripted collaboration, activities of learners are coordinated and guided according to particular rules, implemented via respective tools in the learning…

Existing research identifies that students' approaches to assignments are related to their general approaches to study. It is suggested that students need to better understand the requirements of assignments and acquire new concepts such as "argument". This fine-grained study proposes four qualitatively distinct assignment pathways: gathering,…

This qualitative study examines perceptions and use of assignment feedback among adult beginner modern foreign language learners on higher education distance learning courses. A survey of responses to feedback on assignments by 43 Open University students on beginner language courses in Spanish, French, and German indicated that respondents can be…

Provides theoretical evidence supporting the assumption that cognitive mapping is an effective learning method for students' hypermedia design activities. Checks the effects of student hypermedia design assignments in an ill-structured environment against the uniqueness of cognitive mapping, mapping styles, and cognitive mapping as a creative…

This study investigated the kinds of dialogic behavior engaged in by students while studying a difficult physics course at the Open University, UK. Research objectives were twofold: (1) to document what dialogue types, mediated through which resources, were utilized by students to overcome conceptual difficulties that emerged while reading the…