Information Technology Reference
In-Depth Information
Eggen makes connections between the principles of cognitive learning theory and
the role of metacognition in learning processes and human memory.
Finley, Tullis, and Benjamin review research on the role of the metacognition
in self-directed learning with emphasis on metacognitive control in Chapter 6.
They draw attention to a recent development in the study of what people under-
stand about their memory and how they use that knowledge to direct their own
learning experiences to achieve their goals. The metamemory will be important,
apart from the understanding of metacognitive monitoring and metacognitive con-
trol. They also present the role of information technology in learning process and
memory citing example software such as SuperMemo and Cognitive Tutor pro-
grams that can increase the self-regulated learning skills. The authors conclude that
learning can be enhanced by improving the understanding of our own cognitive
capabilities.
Rueda, Lim, O'Neil, Griffin, Bockman, and Sirotnik present their findings on
self-regulatory cognitive and motivational predictors of academic achievement for
Latio/a and white college students using Structural Equation Modeling method.
They tested a theoretical model of relationships among sociocultural backgrounds
and motivational factors which affect achievement. They found the significant
ethical differences in terms of specific effects of background characteristics on moti-
vational and/or learning-related factors. They concluded that the findings from this
study are important as college campuses experience both increasing ethnic diversity
as well as accountability for student learning outcomes.
In Chapter 8, Keith Taber outlines how researchers and teachers can model cogni-
tion to make sense of their learning and understanding of subject matters. He notes
that cognitive sciences offer useful conceptual tools in advancing the research in
learning of science subjects and understanding of science concepts.
Theresa Horstman and Stephen Kerr analyze the design strategies for creating
educational experiences in virtual environment. Their chapter focuses on analyz-
ing the comparative design methodologies used in developing video games and
e-learning. The purpose of such analysis is to discover design strategies that would
enhance the effectiveness of e-learning courses. After comparing instructional
design practices, video game design, video game theory, and analysis and notes,
it was found that in order to be successful in e-learning course design, some con-
ceptual shift among instructional designers is necessary. Adopting methods used
in game design was proposed to support experiential, immersive, and engaging
learning.
Computer and New Science of Learning
The chapters in Part II deal with innovative applications of computer soft-
ware in learning. In Chapter 10, Stein, Dawson, and Fischer from Harvard
University present development of the assessment system with the use of the
latest methods in computer technology and learning science. It
is noted that
