The many challenges faced by instructors in distance education have been extensively documented in current literature. Nevertheless, the relative importance of such challenges has not been researched to the same extent. As instructors and institutions face limitations in terms of time and budget, the ability to effectively prioritise challenges…

This is the report of an investigation in partnership with a team of junior secondary classroom teachers of the potential of posing more challenging tasks to their students. A range of data sources are used to represent the experience of teachers and students in a unit of work that incorporated a range of challenging tasks. Students learned the…

Technology-rich learning environments (TREs) provide opportunities for learners to engage in complex interactions involving a multitude of cognitive, metacognitive, and affective states. Understanding learners' distinct learning progressions in TREs demand inquiry approaches that employ well-conceived theoretical accounts of these multiple facets.…

Investigated the roles of successful task performance and achievement instructions on attitudes regarding the guided-design approach to instruction. Results revealed that students erroneously informed that they had done well on the task stated more positive attitudes. However, the achievement instructions did not have a statistically significant…

A study was undertaken to determine if there was a difference in verbal responses in classrooms of teachers who scored high and who scored low on the complexity scale of the Omnibus Personality Inventory (OPI), which measures teacher tolerance of ambiguity and preference for complexity. Forty college English teachers were tested and ranked…