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Bonestroo, Wilco J.; de Jong, Ton – Interactive Learning Environments, 2012
Self-regulated learners are expected to plan their own learning. Because planning is a complex task, it is not self-evident that all learners can perform this task successfully. In this study, we examined the effects of two planning support tools on the quality of created plans, planning behavior, task load, and acquired knowledge. Sixty-five…
Descriptors: Foreign Countries, Educational Technology, Preferences, Planning
Markett, C.; Sanchez, I. Arnedillo; Weber, S.; Tangney, B. – Computers and Education, 2006
Interactivity in the classroom is reported to promote a more active learning environment, facilitate the building of learning communities, provide greater feedback for lecturers, and help student motivation. Various definitions of interactivity exist in the literature, alternately focusing on the participants, structure and technology. The "PLS…
Descriptors: Educational Environment, Student Motivation, Teacher Student Relationship, Telecommunications
Beishuizen, Jos – Technology, Pedagogy and Education, 2008
Although self-regulated learning is considered as a characteristic of individual students, the question may be raised as to whether a community of learners with its emphasis on inquiry learning in teams of students provides an appropriate environment to acquire and develop active and dynamic self-regulation strategies. Two cases of communities of…
Descriptors: Medical Education, Cancer, Active Learning, Inquiry

Keegan, Mark – International Journal of Instructional Media, 1993
Presents evidence against the use of standardized curricula and testing and in favor of discovery-based instruction. Describes a successful experience with a relatively new form of discovery-based instruction, the scenario educational computer software. (AEF)
Descriptors: Active Learning, Computer Assisted Instruction, Computer Software, Discovery Learning