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Learning and Instruction

October 2010 Volume 20, Number 5

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Table of Contents

Number of articles: 8

  1. Structuring asynchronous discussion groups: Comparing scripting by assigning roles with regulation by cross-age peer tutors

    Bram De Wever, Hilde Van Keer, Tammy Schellens & Martin Valcke

    The present study focuses on comparing the impact of role assignment and cross-age peer tutors on students' level of knowledge construction in 15 asynchronous discussion groups of nine students... More

    pp. 349-360

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  2. Spelling development: Fine-tuning strategy-use and capitalising on the connections between words

    Victoria Devonshire & Michael Fluck

    English spelling, as well as in many other languages, consists of three elements: morphology, etymology and phonology. Spelling instruction, however, focuses primarily on phonology and there is a... More

    pp. 361-371

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  3. Using multiple calibration indices in order to capture the complex picture of what affects students' accuracy of feeling of confidence

    Monique Boekaerts & Jeroen S. Rozendaal

    The present study used multiple calibration indices to capture the complex picture of fifth graders' calibration of feeling of confidence in mathematics. Specifically, the effects of gender, type... More

    pp. 372-382

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  4. Informal workplace learning: An exploration of age differences in learning competence

    Melanie Schulz & Christian Stamov Roßnagel

    Informal learning is becoming a standard format in companies' training and development (T&D) activities. It requires a specific learning competence comprising cognitive, metacognitive, and... More

    pp. 383-399

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  5. Transfer of strategy use by semantic recoding in arithmetic problem solving

    Sylvie Gamo, Emmanuel Sander & Jean-François Richard

    Transfer of strategies between problems sharing the same formal structure is facilitated by a semantic recoding that makes evident the structural similarities between the problems. Two experiments ... More

    pp. 400-410

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  6. Differential relations of constructivist and didactic instruction to students' cognition, motivation, and achievement

    Youyan Nie & Shun Lau

    This study examined how constructivist and didactic instruction was related to students' cognitive, motivational, and achievement outcomes in English classrooms, using a sample of 3000 Grade 9... More

    pp. 411-423

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  7. Developing and evaluating a strategy for learning from animations

    Uwe Kombartzky, Rolf Ploetzner, Sabine Schlag & Berthold Metz

    Based on current theories of multimedia learning, we propose a strategy for learning from animations. Two different experimental studies were conducted in order to evaluate the strategy. In the... More

    pp. 424-433

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  8. Preparing preservice teachers for self-regulated learning in the context of technological pedagogical content knowledge

    Bracha Kramarski & Tova Michalsky

    The present study investigated effects of two hypermedia environments on 95 preservice university teachers' self-regulated learning (SRL) in the context of technological pedagogical content... More

    pp. 434-447

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