Asking learners standardized questions during performance of a self-directed inductive learning task might be a useful way to complement think aloud protocol data. However, asking questions might also scaffold the learning process and thus influence the exact processes one wants to study. In the study described in this paper two groups of learners…

In this article we describe a system that matches learners with complementary content expertise in reaction to a learner-request for knowledge sharing. It works through the formation of "ad hoc," transient communities, that exist for a limited period of time and stimulate learners socially to interact. The matchmaking system consists of a request…

A considerable amount of the effort and enthusiasm that goes into the development and implementation of technology-mediated learning environments often fails to create effective settings for learning. Too often the opportunities and advantages of the use of technology in the learning process are poorly exploited. This paper explores ways in which…

The purpose of this paper is to reopen the discourse on cognitive skill acquisition to focus on the interactive effect of differences in cognitive construct and instructional format. Reports an examination of the contextual issues involved in understanding the interactivity of instructional conditions and cognitive style as a meta-knowledge…

Playfulness steering is an emerging approach in educational game design and play. The integration of arithmetical computation, game strategy, and teamwork into one game allows players to interactively "steer" the playfulness and enhance learning. In this paper an evolutionary contest game was designed and implemented to examine the…

ZAPs are short, self-contained computer programs that encourage students to experience psychological phenomena in a vivid, self-explanatory way, and that are meant to evoke enthusiasm about psychological topics. ZAPs were designed according to principles that originate from experiential and discovery learning theories. The interactive approach…

Interactive learning environments (ILEs) are increasingly used to support and enhance instruction and learning experiences. ILEs maintain and display information, allowing learners to interact with this information. One important method of interacting with information is navigation. Often, learners are required to navigate through the information…

Discusses the need to initiate intrinsic motivation in Japanese students in online higher education. Presents an overview of the online education process with constructivist learning theory, including various learning interactions; and describes sub-types of personal intrinsic motivation including challenge, fantasy, and curiosity. (Contains 62…

Articles in this special issue on the theme of cognitive skills acquisition in lifelong learning begins with an analysis of cognitive skills, then moves to various methodologies and approaches for their effective acquisition, and concludes with a specific implementation of computer systems facilitating this acquisition. (AEF)

This article examines the potential of mobile computing and Web 2.0 technology to support knowledge building in formal and informal settings. Desktop-based knowledge building tools have limited affordances of supporting one-to-one access, learning "in situ," and seamless integration in and out of school environments. In this initial…

Active learning facilitated through interactive and adaptive learning environments differs substantially from traditional instructor-oriented, classroom-based teaching. We present a web-based e-learning environment that integrates knowledge learning and skills training. How these tools are used most effectively is still an open question. We…

We present the Personal Learning Environment (PLE) as a practical intervention concerning the organization of technology in education. We explain this by proposing a cybernetic model of the "Personal Learner" using Beer's Viable System Model (VSM). Using the VSM, we identify different regulatory mechanisms that maintain viability for learners, and…

There is evidence to suggest that mature students learn particularly effectively in a problem-solving environment, and that they appear to be especially responsive to analogies and metaphors. Three examples are given of domains where the student has to convert a formulation into an equivalent diagram. Arguably, the process of performing this…

Discusses the use of computer-mediated communication (CMC) in education and summarizes three studies that demonstrated the positive effect of electronic networking on elementary and secondary students' reading and writing skills and their interest in meaningful educational activities. Highlights include knowledge construction; collaborative…

Explores the use of a cyberspace technology, i.e., computer conferencing, to support collaborative learning in courses at two Canadian universities. Instructional design for online learning is examined, including course design, learning tasks, group size, and course requirements; problems are identified; and improvements are suggested, including…