Information Technology Reference
In-Depth Information
The use of the term highlights the complex nature of the multitude of contextually
bound learning processes. In addition, we also use “meta” to include metalevel (i.e.,
going beyond cognitive) aspects including metacognition as well as other internal
(e.g., motivational and affective states) and external (e.g., assistance from external
regulatory agents such as adaptive scaffolding) aspects of learning. Figure 11.1 pro-
vides a macroview of the critical aspects of the learning context, types of regulatory
processes, task conditions, and features of the CBLE that comprise the foundation
for the metaphor of computers as MetaCognitive tools.
We broadly define a computer environment as a MetaCognitive tool as one that
is designed for instructional purposes and uses technology to support the learner in
achieving the goals of instruction. This may include any type of technology-based
tool, such as an intelligent tutoring system, an interactive learning environment,
hypermedia, multimedia, a simulation, a microworld, or a collaborative learning
environment. The characteristics explicitly stated by Lajoie (1993, p. 261) and sev-
eral others (see Derry & Lajoie, 1993; Jonassen & Land, 2000; Jonassen & Reeves,
Fig. 11.1
A macroview of the variables associated with using computers as MetaCognitive tools
for learning
