Student-generated questions can be an effective study technique to improve active learning, metacognitive skills, and performance on examinations. Students have shown greater success when assessed using peer-made study questions than when studying without questions. In three semesters of a kinesiology research methods course students were taught…

The programmed instruction helps each student gain knowledge with different time or sequences, depending on available knowledge, ability, and learning speed. With this method, students can perform self-evaluation and self-regulation in learning activities. This article presents the application of the programmed instruction method in designing the…

This volume attempts to bring together a collection of reports on the Geometric Supposer, a series of computer software environments which can be a tool for exploring particulars and generalizations in geometry. The book contains the following chapters: (1) "A Personal View of the Supposer: Reflections on Particularities and Generalities in…

Considers metacognition as a basis for software used in computer-assisted instruction. Topics discussed include the role of the teacher as a facilitator of higher order thinking skills; cognitive tools for learner support; learning theory and instructional design, including behaviorism, information processing, and constructivism; two software…

Discusses ways in which computer-assisted instruction (CAI) could be used for mnemonic instruction in the classroom. Literature on mnemonic instruction is reviewed, CAI and the acquisition of effective learning strategies are discussed, and software developed for memory improvement is described. (25 references) (LRW)

Discusses the relationship between prior computer experiences and the linear or nonlinear steps students choose when working with hypermedia environments and time spent on task (based on a study of graduate students). Experience with content-area software, word processing, databases, spreadsheets, programming, hypermedia, and authoring are…

Describes the Higher Order Thinking Skills (HOTS) Program, which replaces drill and practice with thinking skills activities for grades three through six. The HOTS curriculum, which is built around commercially available software, is reviewed; special teaching techniques that emphasize teacher-student dialog are presented; and benefits for at-risk…

This study examined ways in which two independent variables, peer collaboration and the use of a specific tool (the TAPS interface), work together and individually to shape students' problem-solving processes. More specifically, the researchers were interested in determining how collaboration and TAPS use cause metacognitive processes to differ…

This paper reports on a project aimed at designing, implementing, and evaluating a hypermedia system, IPER-3, facing the three classical problems in the history of mathematics (i.e., trisection of the angle, quadrature of the circle, and duplication of the cube). The goal of the project is to study the opportunities offered by this kind of…

This study of 24 third-grade students learning Logo had 3 major research goals: (1) to compare the effects of learner control with those of program control on students' metacognition, knowledge acquisition, and knowledge application, with total subjects; (2) to extend the comparison between learner control and program control by classifying the…

This project explored the potential of applying the technologies of computer-assisted instruction and expert systems to implementation of cognitive and metacognitive strategy instruction programs. A prototype program consisting of three computer-assisted instruction modules was developed to teach procedures required for the use of skimming,…

An experimental study compared the instructional effectiveness of Logo programming, commercially available software designed to aid composition and problem solving, and traditional teaching methods for low socioeconomic status first-grade students. Both software environments enhanced problem solving performance for a novel task, but Logo was most…

This project established a metacognitive research and development framework (MRDF) and production process for the development of Web-based instructional science programming for early elementary and at-risk students. Mapped cognitive variables to metacognitive learning strategies for those variables, to metadata for the instructional design of the…

Thirty-four papers explore flexible learning and its applications in higher education in the United Kingdom. The papers are: "Flexible Learning: Your Flexible Friend! Keynote Address" (Ellington); "Flexible Learning or Learning to be Flexible?" (Chalkley); "Virtually There: Flexible Learning in the New Millennium"…