Proposes that educators must go beyond computer literacy to achieve technological competence if successful integration of technology into the classroom is to occur. An educator who is technologically competent understands the relationship between basic computer functions and student learning, and uses this understanding to design, facilitate, and…

Discusses the problems in attempting to focus learning more upon the student in a module which introduces business computing in the University of Luton's (England) undergraduate program. Concludes that students, university management and academic staff have reasons to resist greater openness in learning, and that continued rapid change in a…

A computer-based concept mapping system was developed that provides two learning environments: "construct-by-self," where the system provides students with evaluation results and hints for feedback, and "construct-on-scaffold," where students also receive an incomplete concept map. The "construct-on-scaffold" had better effect for learning…

Investigates ways of introducing media theory into the GCSE (General Certificate of Secondary Education) practical production module in Media Studies. Describes how the author developed and critiqued his approach to what he taught and how it should be assessed. Argues that the subtlest understandings of audience were gained as students reflected…

Describes Learning Choices, an orientation course developed by the author and offered at Northern Virginia Community College. States that the course was designed to give students control over what they learn, how they learn it, and how the learning outcome is measured. Suggests that new teaching strategies, such as distance learning, make…

Explores the use, revision, and evaluation of a written, self-paced tour that precedes librarian-led instruction at the Indiana State University library. Presents student reactions to the tour and its accompanying exercises. Guidelines for administering the tour and a questionnaire on tour use are appended for readers to answer and submit to the…

Examines how computer education acts as an obstacle to technology integration and internetworking when computational activities are channeled into specific tasks and programs rather than embedded into the instructional environment. Discusses conflict of needs, the shift from teacher-controlled to student-centered learning, the need for more…

Suggests that in distance education, "anytime" learning is as important as "anyplace" learning, and that true "anytime" learning is directly related to how much technology is used to make admission and enrollment flexible, and to allow students to move forward at their own pace. Using computer technology to make time…

Discusses ways to empower student learning in middle schools by providing learning environments that encourage student input, influence, and responsibility; respect cultural pluralism; and engineer congruence between the content and methods of instruction and students' life experiences and cognitive styles. (JPB)

An English instructor notes that educators must re-examine their methodology and allow for students to be engaged as full partners in the learning process. She provides examples of activities and projects from a course about the intersection of language and culture and suggests that self-directed learning will equip students for college level…

Investigates collaborative knowledge building in a graduate level course designed to incorporate specific constructivist learning principles. Results indicated the instructional strategies promoted collaborative knowledge building and the acquisition of key concepts through self-directed learning strategies. Results also indicated types of…

Describes a study of eighth-grade middle school students that was conducted to determine whether varying the amount of learner control and interactivity through the use of different navigation tools (linear, menu, and search engine) would influence the achievement and attitude of learners of different academic abilities. (Author/LRW)

Focuses on creating extrinsic motivational techniques to complement the intrinsic needs of online learners. Discusses key points to focus on during the needs analysis stage for online instruction; strategies to create and maintain motivation during the course; motivational strategies to improve transfer of training back to the workplace after the…

Describes the Learning Enhancement Action/Resource Network faculty-development model, designed to improve teaching and learning at the College of Engineering at Iowa State University. Argues that teaching should be grounded in students' learning, and supports the constructivist notion that learning is an active process of knowledge construction.…

Presents exploratory individual, group, and organizational learning instructional systems development (ISD) models based on four conditions: integration of the questions of what and why in instruction and learning; reflection of impacts of environmental factors; non-linear and flexible instructional processes; and future-centeredness in…