The volume consists of twelve classroom studies concerned with the implementation of learner autonomy in English classes. The individual studies range from primary school level to university level. They include studies on multi-media dictionary work, reading logs, peer correction, communication strategies, vocabulary learning strategies, oral…

This book describes a method of teaching that fosters autonomous learning in all students, including students with disabilities. The pedagogy is based on decades of research on strategy instruction as well as on a theory of learning that claims these four conditions promote self-determined learning in all learners: (1) opportunities to choose…

Within the field of technology enhanced learning, adaptive educational systems offer an advanced form of learning environment that attempts to meet the needs of different students. Such systems capture and represent, for each student, various characteristics such as knowledge and traits in an individual learner model. Subsequently, using the…

This book describes a comprehensive strategy for getting to know students learning behaviors and includes everything from theoretical constructs to projects for classroom use. Glosses direct the reader to further information on subjects discussed in the book: cognitive science, brain science, learning styles, multiple intelligences, and…

Learning activities in environmental education require the use of the physical environment or moving into nature and natural settings to explore issues of the environment. These approaches are sometimes labeled as "nonformal." This informational bulletin examines a taxonomy of four learning environments and explore the application of nonformal…

Examines ongoing shifts in education/learning related to technological change and students' growing technological literacy. Discusses shifts toward hypermedia learning, constructivism and discovery, learner-centered education, navigation of information sources and information synthesis, lifelong learning, customized learning, learning as fun, and…

The increasing emphasis on teacher-directed processing of adventure experiences may be devaluing both the learning experience and the promotion of self-reliance among students. The problem with "overprocessing" is that the teacher, not the student, decides what was learned and its relative value. In addition, this approach emphasizes…

A professor of science education at Florida State University shares his experiences with the growth of the field of environmental education and the problems inherent in trying to teach formal environmental education outdoors. Although field experience is best, it must be limited in most situations since logistics get in the way. Technology can…

Examine students' motivational orientation (intrinsic/extrinsic) during problem-based learning (PBL), comparing it to their orientation during typical class activities. Participants were regular education students who used "Alien Rescue," a computer-based PBL program designed for sixth grade science. Implications of the findings for…

This article reviews six models of literacy strategy instruction in special and remedial education and reports on a study which manipulated teacher and student control of activity, as well as the instructional context, in examining the implementation and outcomes of three models: direct instruction; reciprocal teaching; and collaborative problem…

The chapters in this edited volume cover a wide range of topics in theory, practice, and research and may be of interest to anyone concerned with the promotion of autonomy in language learning. There are 16 chapters divided into 5 parts. Part 1, "Setting the Agenda: Theory, Practice and Research," has 3 chapters: "Why Focus on Learning Rather than…

This paper examines research studies of learner control in computer-based instruction (CBI) from 1987-1997. The review evaluates predictions and conclusions from previous literature reviews, in light of current research, and discusses the implications of recent findings for instructional development. Findings suggest that the positions that…

Defines self-regulated learning as a problem-solving or goal-directed process orchestrated by the student but influenced by others in the student's environment. Discovers that self-regulating programs in Japan and the United States are remarkably similar with some differences. Praises Japanese instructors' emphasis on effort over ability. (MJP)