ORCID Profile
0000-0001-8450-6663
Current Organisation
Murdoch University
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Publisher: SAGE Publications
Date: 29-01-2021
Abstract: Interpersonal affect in face-to-face small groupwork, though pervasive in university and work environments, is rarely examined as the fine-grained sequential interactions in which it manifests. This review synthesized 21 recent studies in tertiary collaborative learning and organizational research that have used observation methods to investigate affect in face-to-face small groupwork. The analysis focused on examining the extent to which observational studies captured affect as social (interactive) and dynamic (temporally unfolding). Findings showed that observational methods elicit information about affect dynamics in groupwork that is unique and complementary to other methods. Key affect constructs, behavioral operationalizations, and analytical tools used to capture affect are discussed.
Publisher: Association for Computing Machinery (ACM)
Date: 06-1995
Abstract: This paper reports on an exploratory study designed to explore the relationship between the quality of students' algorithm development and the quality of their final programs. By videotaping pairs of students engaged in writing a program to solve a problem the process used by students could be examined and its relationship to program quality investigated. The results of the study show a clear positive relationship between the quality of algorithm development and the quality of programs written by students in an introductory programming course.
Publisher: Springer Science and Business Media LLC
Date: 10-03-2020
Publisher: Elsevier BV
Date: 02-2016
Publisher: Emerald
Date: 19-04-2011
DOI: 10.1108/09654281111123475
Abstract: The purpose of this paper is to review critically the published research investigating how guided practice into the profession contributes to increased professional confidence in health care students, with a view to identifying its impact on the development of professional confidence. A literature search was performed using MEDLINE and ERIC (1980‐2009), which identified guided practice into the profession as being the most commonly examined educational opportunity increasing professional confidence. Empirical studies that had rigorous research design and methods were selected for in‐depth review. However, in light of the paucity of the extant research, a few studies reporting anecdotal accounts of the development of professional confidence through guided practice were also included. The review revealed how guided practice into the profession can contribute significantly to students' development of professional confidence. The review also points to arguable relationships between confidence and competence and the importance of better understanding and addressing the issue of under‐ and over‐confidence. The review highlights when evidence of the effectiveness of learning opportunities was insufficient or unreliable, with some directions for future research. The review was based on a selection of papers most representative of research examining the effectiveness of guided professional practice learning opportunities to promote the development of professional confidence, and therefore is not a systematic review of all the extant literature. It provides insight into the conditions under which guided practice into the profession can contribute to enhancing professional confidence, which is important, given the nature of its relationship with professional competence.
Publisher: Emerald Group Publishing Limited
Date: 2012
Publisher: Informa UK Limited
Date: 28-10-2009
Publisher: Springer Science and Business Media LLC
Date: 04-04-2019
DOI: 10.1007/S11165-019-9838-8
Abstract: This study explored how productive disciplinary engagement (PDE) is associated with the level of cognitive activity and collective group outcome in collaborative learning across multiple contexts. Traditionally, PDE has been studied in a single collaborative learning environment, without analysis of how these environments fulfill the supporting conditions for PDE. In addition, research on the quality of a collective learning outcome and product in relation to the extent of the group’s PDE during actual collaborative learning processes is scarce. In this study, the learning processes of low- and high-outcome small groups were compared within three collaborative learning contexts: high school general science, second year university veterinary science, and fourth year university engineering. Two meaningful and self-contained phases from each context were selected for analysis. The same theory-based analytical methods were used across contexts. The findings revealed similar patterns in the high school science and second year university veterinary science data sets, where high-outcome groups displayed a greater proportion of high-level cognitive activity while working on the task. Thus, they could be distinctively perceived as high- and low-performing groups. These high-performing groups’ interactions also reflected more of the supporting conditions associated with PDE than the low-performing groups. An opposite pattern was found in the fourth year university engineering data set, calling for interpretation grounded in the literature on the nature and development of expertise. This study reveals the criticality of using comparable analytical methods across different contexts to enable discrepancies to emerge, thus refining our contextualized understanding of PDE in collaborative science learning.
Publisher: Informa UK Limited
Date: 04-1998
Publisher: Springer Science and Business Media LLC
Date: 28-10-2012
Publisher: SAGE Publications
Date: 11-1992
DOI: 10.2190/3R3R-HL3Q-VRWY-HN20
Abstract: This study investigated the significance of adult students' goals and perceptions in a first-year computer course, in relation to their study management and final performance. The relationship of goals to students' stable characteristics such as age, gender, levels of previous experience of computing and programs of study were examined. The results support the importance of personal goals with respect to achievement and the dynamic interactions between students' study goals and their subjective appraisals of their study. The best predictors of goals were students' perceptions of their interest in the course in the first half of the semester and of their competence in the second half. Background knowledge in computing was related to performance, but students' perceptions and goals were better predictors of performance. It is argued that students' cognitive and affective appraisals of their study and their in idual goals are crucial factors in understanding in idual differences in achievement in a first-year computer course.
Publisher: Springer Netherlands
Date: 2000
Publisher: Springer Science and Business Media LLC
Date: 18-01-2013
Publisher: Elsevier BV
Date: 07-2019
Publisher: Wiley
Date: 27-04-2012
Publisher: SAGE Publications
Date: 12-2008
Abstract: This article, arising from a study located in a Japanese education setting, analyses the socio-emotional challenges experienced by host (Japanese) and international (Australian) students as they interact in the same international education environment over a period of time. Students' multiple interpretations of critical incidents created by the researchers on the basis of recurrent challenges highlight that intercultural relational development is an interactive, dynamic process that requires sensitivity and reciprocal understanding. The Japanese location of the study contributes to redressing the dominance of studies conducted in English-speaking host environments.
Publisher: SAGE Publications
Date: 08-1988
DOI: 10.1177/000494418803200202
Abstract: Five women university students' representations of their learning were analysed and related to their on-going adaptations to course demands. Representations involved their goals, working plans and perceptions of difficulties. Qualitative data from students' accounts of their study in three interviews over five weeks were tabulated schematically in relation to Duncker's concepts of productive heuristics. Representations and performances were different for three high and two low achievers. Higher achievers had course-appropriate emphases of integrating and organising content for themselves, and applying it to teaching practice. Lower achievers persisted with self-oriented problems and inappropriate strategies. A case is made for the usefulness of qualitative and micro-analytic analyses of students' perceptions and activities for explaining the adaptations behind in idual differences in study performance.
Publisher: SAGE Publications
Date: 04-2004
Abstract: The potential of online learning for enhancing international education is substantial, yet few studies have explored the conditions under which students feel motivated and engage productively in cross-national online interchange. This article examines the significance of social affordances, specifically social presence, on university students’ initial and final appraisals of a cross-national online learning experience that was embedded in their course of study on intercultural learning and education. Content analysis of their engagement in asynchronous and synchronous activities showed a substantial amount of social interchange and meaningful learning but limited evidence of social negotiation of meaning. The study highlights the range of issues faced by designers of cross-national online learning projects.
Publisher: Elsevier BV
Date: 10-2010
Publisher: Informa UK Limited
Date: 24-10-2014
Publisher: Wiley
Date: 02-05-2012
Publisher: Hogrefe Publishing Group
Date: 2007
DOI: 10.1027/1016-9040.12.4.314
Abstract: Abstract. This paper addresses the issue of sustained motivation over time, in relation to real-life activities requiring complex skills in multiple contexts of participation. It reports an empirical study that explores how high achieving athletes and musicians appraise salient aspects of person and context as affordances and constraints, and how these appraisals shape motivation over time. Longitudinal and retrospective qualitative data were gathered about the life trajectories of 30 adolescent and adult participants, including details of their development in sport and music, people who had influenced them, their beliefs and hopes, difficulties and life events encountered and how these had been dealt with. Three major findings emerged. First, sustained motivation is inextricably linked to both person and context. Second, it is mediated by in iduals' ongoing appraisal process of personal and contextual aspects of their current situation, which are interpreted as affordances or constraints. Third, the nature and extent of participation is constantly revised as a result of ongoing changes in personal and contextual circumstances over time.
Publisher: Informa UK Limited
Date: 04-1997
Publisher: Elsevier BV
Date: 04-2018
Publisher: MDPI AG
Date: 29-08-2019
Abstract: This study explored teachers’ autonomy-supportive and controlling behaviors through video-taped observation in the classroom. Four lessons by two teachers from a secondary school in Finland were videotaped and analyzed using a rigorous coding protocol. It was found that teachers employed both autonomy-supportive and controlling teaching during the same lesson, and even combined them in the same instructional sequence. This finding suggests the complexity of the use of autonomy support and control in the classroom, as well as their context-dependent aspects. The novel finding from this study was that teachers showed error tolerance and creativity to support students’ autonomy. Showing error tolerance and teaching creatively have not been investigated from the perspective of autonomy support in previous research. Furthermore, this study suggested that indirect control and its negative effects on students’ learning and well-being should arouse more concern in future research. Implications for teaching practice concerning supporting students’ autonomy have been provided.
Publisher: Springer Science and Business Media LLC
Date: 08-07-2008
Publisher: University of Toronto Press Inc. (UTPress)
Date: 09-2011
Abstract: The value of collaborative, case-based, and problem-based learning has received increased attention in recent years. Several studies have documented veterinary staff and students’ generally positive feedback on group learning activities, but one largely unaddressed question is how students actually learn from each other. This study examined how second-year veterinary students learned from each other during a collaborative, case-based learning project. Data were students’ written reflections on their learning in the veterinary course and the specific learning experience, and a matched pre- and post-task questionnaire. Consistent with prior research describing veterinary students as in idualistic learners, only a third of students spontaneously mentioned learning from each other as one of their most effective strategies. However, when prompted to describe a time when they felt that group members were really learning from each other, students reported highly valuable collaborative learning processes, which they explicitly linked to learning and understanding benefits. Questionnaire data were consistent, showing that students became more positive toward several aspects of the activity as well as toward group work in general. One unexpected finding was the lack of a relationship between students’ self-evaluation of their learning and how well group members knew each other. These findings provide strong support for the educational value of collaborative, case-based learning. In light of other research evidence (using observation data) that the amount of time students actually engage in high-level collaborative processes may be rather limited, this article points to the need for veterinary teachers to better prepare students for group learning activities.
Publisher: Informa UK Limited
Date: 11-2006
Publisher: Informa UK Limited
Date: 02-01-2013
Publisher: Informa UK Limited
Date: 13-09-2019
Publisher: Springer Science and Business Media LLC
Date: 04-06-2014
Publisher: Springer Science and Business Media LLC
Date: 12-1995
DOI: 10.1007/BF01383542
Publisher: Elsevier BV
Date: 09-1997
Publisher: Hogrefe Publishing Group
Date: 2004
DOI: 10.1027/1016-9040.9.4.193
Abstract: Recent research on motivation has taken a leading role in the study of learning and instruction. Theory-based studies carried out in real-life, dynamic, and interactive learning environments have attempted to bridge the gap between basic and applied psychological and educational research. Constructs and methodologies have been stretched to include new, innovative features, with motivation commonly conceptualized as a dual psychological and social phenomenon and researched using multiple methodological approaches in combination. This paper discusses the major challenges faced by researchers who are grappling with those issues.
Publisher: Springer Science and Business Media LLC
Date: 10-11-2011
Publisher: Informa UK Limited
Date: 1999
Publisher: Informa UK Limited
Date: 07-10-0001
Publisher: Informa UK Limited
Date: 02-2012
Publisher: Springer US
Date: 2001
Publisher: Wiley
Date: 06-1994
Publisher: MDPI AG
Date: 28-03-2019
Abstract: This study explored teacher beliefs and emotion expression via six semi-structured interviews with teachers, and discussed the findings in relation to the Self-Determination Theory, which addresses teacher support for autonomy, competence, and relatedness. The findings showed that teacher beliefs about their roles as educators, carers, and providers of reassurance reflected expressing clear expectation, caring for students, and considering student perspectives and feelings teacher beliefs about equality between teachers and students appeared connected with trust in students and encouragement of their self-initiation teacher beliefs about closeness to students reflected caring for students teacher expression of negative emotions by discussing the problem with students conveyed explanatory rationales for expected student behaviors. This study revealed that teacher beliefs about teacher-student power relations may be connected with teacher appraisals of student misbehaviors. The findings also suggest that teachers need to discuss the problem with students rather than lose their temper or suppress their emotion when they feel a need to direct-stage anger. Future research could investigate teachers’ faking a particular emotion, such as faking indifference as revealed in the present study. Future research could also explore the reason for and harmfulness of embracing beliefs, e.g., negative expression of anger as a safety belt.
Publisher: Springer Science and Business Media LLC
Date: 12-1995
DOI: 10.1007/BF03172928
Publisher: SAGE Publications
Date: 02-0012
Abstract: This article tracks the emergence, maintenance, and evolution of a positive intercultural relationship between a multilingual international student from Vietnam and a monolingual local Australian student in their first year at university. The literature overwhelmingly suggests that in institutions where English is the language of instruction, monolingual local students rarely mix with international students who are not fully proficient in English. This dyad thus provided fertile ground for exploring the development of an unusual intercultural student relationship. Narrative analysis explores the extent to which in idual agency and the institutional environment coshaped this relationship over time and in various contexts. In the context of the internationalization of the tertiary education sphere, this study offers a prototypical case highlighting affordances and constraints that may influence the development of productive and amicable intercultural relationships on erse university c uses.
Publisher: Informa UK Limited
Date: 17-06-2018
Publisher: Springer Science and Business Media LLC
Date: 23-11-2014
Publisher: Springer Science and Business Media LLC
Date: 13-09-2021
DOI: 10.1007/S11251-021-09558-1
Abstract: This study investigated how metacognitive regulation (MR), especially its forms and foci, was manifested in less and more successful outcome groups’ collaborative science learning in erse learning contexts. Whilst previous research has shown that different forms and foci of MR exist in collaborative learning, their role in groups’ learning outcomes remains unexplored. Drawing conclusions from different studies has been difficult because these have used different conceptualisations and analytic methods. In the present study, the learning processes of less and more successful outcome groups from three erse collaborative science learning contexts were scrutinised. The contexts differed in academic level, disciplinary subject, and national culture. The same theory-based conceptualisations, coding systems, coders, and analyses were used across contexts. In addition, the tasks studied were designed using the same guiding principles. Transcribed video and audio recordings of the groups’ verbal interactions for two distinct interaction segments from these tasks formed the basis of the analyses. Manifestation of forms and foci of MR were quantitatively and qualitatively illustrated in each context. The main findings show that the manifestation of MR of less and more successful outcome groups demonstrated similarities and differences in the three different learning contexts. This study contributes to a contextualised understanding of MR in collaborative science learning, and highlights the importance of using similar, rigorous analytical tools across erse contexts.
Publisher: Informa UK Limited
Date: 05-1999
Publisher: Elsevier BV
Date: 10-2005
Publisher: Elsevier BV
Date: 04-2009
Publisher: Springer Science and Business Media LLC
Date: 19-06-2012
Publisher: Elsevier BV
Date: 10-2005
Publisher: Informa UK Limited
Date: 02-01-2016
Publisher: Informa UK Limited
Date: 2013
Publisher: Springer International Publishing
Date: 2015
Publisher: Elsevier BV
Date: 2017
Publisher: Springer Science and Business Media LLC
Date: 31-03-2010
Publisher: Springer Science and Business Media LLC
Date: 12-1995
DOI: 10.1007/BF03172932
Publisher: Emerald Publishing Limited
Date: 08-03-2019
Publisher: Informa UK Limited
Date: 30-06-2018
Publisher: Elsevier BV
Date: 1999
Publisher: Elsevier BV
Date: 1991
Publisher: Springer Science and Business Media LLC
Date: 23-05-2013
Publisher: Springer Science and Business Media LLC
Date: 02-06-2018
Publisher: Springer Science and Business Media LLC
Date: 15-03-2015
Publisher: Springer Science and Business Media LLC
Date: 08-1995
DOI: 10.1007/BF03219594
Publisher: Springer Science and Business Media LLC
Date: 24-04-2020
Publisher: Springer Science and Business Media LLC
Date: 08-10-2014
Publisher: University of Toronto Press Inc. (UTPress)
Date: 12-2010
Abstract: In recent years, veterinary education has received an increased amount of attention directed at the value and application of collaborative case-based learning. The benefit of instilling deep learning practices in undergraduate veterinary students has also emerged as a powerful tool in encouraging continued professional education. However, research into the design and application of instructional strategies to encourage deep, collaborative case-based learning in veterinary undergraduates has been limited. This study focused on delivering an instructional intervention (via a 20-minute presentation and student handout) to foster productive, collaborative case-based learning in veterinary education. The aim was to instigate and encourage deep learning practices in a collaborative case-based assignment and to assess the impact of the intervention on students' group learning. Two cohorts of veterinary students were involved in the study. One cohort was exposed to an instructional intervention, and the other provided the control for the study. The instructional strategy was grounded in the collaborative learning literature and prior empirical studies with veterinary students. Results showed that the intervention cohort spent proportionally more time on understanding case content material than did the control cohort and rated their face-to-face discussions as more useful in achieving their learning outcomes than did their control counterparts. In addition, the perceived difficulty of the assignment evolved differently for the control and intervention students from start to end of the assignment. This study provides encouraging evidence that veterinary students can change and enhance the way they interact in a group setting to effectively engage in collaborative learning practices.
Publisher: Elsevier BV
Date: 09-2021
Publisher: Springer Science and Business Media LLC
Date: 08-04-2020
Publisher: Wiley
Date: 11-12-2019
DOI: 10.1111/JCAL.12334
Publisher: Informa UK Limited
Date: 29-07-2008
Publisher: Informa UK Limited
Date: 12-2013
Publisher: Routledge
Date: 06-12-2017
Publisher: SAGE Publications
Date: 22-02-2011
Abstract: The sustainability of many Japanese institutions of higher education is dependent on the injection of large numbers of foreigners. This requires addressing the intercultural dimensions of internationalisation. In this article, the authors contrast the literature on internationalisation in Japan ( kokusaika) with the Anglo-European discourse on internationalisation and highlight the limited attention given to intercultural dimensions in the Japanese context. The authors examine how the constrained professional situation of foreign English teachers seems to inhibit the generation of opportunities for promoting reciprocal intercultural understanding. The authors discuss how these teachers’ use of metaphorical constructs, such as uchi/soto and omote/ura, to frame their experience in the Japanese higher education context provide conceptually powerful tools with which to consider internationalisation in the Japanese higher education context. The authors conclude by arguing that metaphors that stress notions of difference and otherness are problematic as they create challenges for addressing the intercultural aspects of internationalisation in the Japanese context.
Publisher: Elsevier BV
Date: 02-2017
Publisher: Informa UK Limited
Date: 02-09-2015
Publisher: Wiley
Date: 02-1992
Publisher: Informa UK Limited
Date: 03-1997
Publisher: Australasian Society for Computers in Learning in Tertiary Education
Date: 31-05-2007
DOI: 10.14742/AJET.1268
Abstract: span Over the last few years, the higher education and the vocational education and training sectors have increased the number of online learning courses available for professionals. Yet, research on e-learning opportunities for professionals has not developed at the same pace. This paper describes the results of a systematic search for research based, empirical studies on professional online learning that examined interactivity and other forms of social learning. Based on four selection criteria (online learning course, professionals, interactivity and research study), the search yielded 18 articles. These were examined first in relation to the characteristics and context of the professional online courses under scrutiny, and second in relation to four levels of interactivity focus in the research. The highest level represents studies where the interactivity was planned, supported and implemented successfully, and the lowest level studies where minimal opportunities for interactivity were available. Overall, although some studies were of a high academic and educational quality, there was little evidence of pedagogical innovations that would give this field of educational research and practice a clear direction for the future. /span
Publisher: IEEE
Date: 10-2014
Publisher: Frontiers Media SA
Date: 14-01-2020
Publisher: Informa UK Limited
Date: 1997
Publisher: SAGE Publications
Date: 18-12-2013
Abstract: This article presents the findings of an empirical study that examined the learning value of a novel group assessment activity aimed at promoting first-year students’ development of basic self-directed learning skills required for university study. A content quiz group learning assignment was designed to enhance students’ capacity to ask appropriate questions to guide their enquiry, identify appropriate resources and tools, and draw links between different learning resources, all skills embedded within their learning in a science unit. Questionnaire data and written reflections revealed the extent to which students used core, accessory and optional resources to complete this assignment, which specific resources were perceived as most useful for what aspects of their content learning, and how strategy use was related to achievement. Metacognitive experiences expressed in the open questions and assessed reflections revealed students’ emerging awareness of how their approach to study impacted on the quality of their learning.
Publisher: Informa UK Limited
Date: 07-2012
Publisher: SAGE Publications
Date: 06-07-2012
Abstract: This article presents two consecutive studies aimed at disentangling the significance of study contexts on students’ attitudes towards learning and interacting in culturally erse groups. Context was operationalised as two distinct study programmes with contrasting organisational and instructional characteristics and erse/non erse groups embedded within each. The combination of a small longitudinal questionnaire study (Study 1) and follow-up in-depth interviews (Study 2) provided valuable insight into the significance of contextual aspects of the learning environment for students’ intercultural experiences and attitudes. The findings revealed that language proficiency, academic competencies, and cohort characteristics play an important role for students’ intercultural encounters. The results also suggest that students’ own attitudes towards intercultural interactions may be affected by the quality of close peers’ experiences in culturally erse groups (extended contact effect).
Publisher: University of Toronto Press Inc. (UTPress)
Date: 12-2014
Abstract: The value of collaborative concept mapping in assisting students to develop an understanding of complex concepts across a broad range of basic and applied science subjects is well documented. Less is known about students' learning processes that occur during the construction of a concept map, especially in the context of clinical cases in veterinary medicine. This study investigated the unfolding collaborative learning processes that took place in real-time concept mapping of a clinical case by veterinary medical students and explored students' and their teacher's reflections on the value of this activity. This study had two parts. The first part investigated the cognitive and metacognitive learning processes of two groups of students who displayed ergent learning outcomes in a concept mapping task. Meaningful group differences were found in their level of learning engagement in terms of the extent to which they spent time understanding and co-constructing knowledge along with completing the task at hand. The second part explored students' and their teacher's views on the value of concept mapping as a learning and teaching tool. The students' and their teacher's perceptions revealed congruent and contrasting notions about the usefulness of concept mapping. The relevance of concept mapping to clinical case-based learning in veterinary medicine is discussed, along with directions for future research.
Publisher: Elsevier BV
Date: 2013
Publisher: SAGE Publications
Date: 05-01-2012
Abstract: Approximately 57% of students in the United States work while attending college. For most of these students (81%), this is more than 20 hours a week. There has been shown to be a negative relationship between hours worked and academic achievement in studies in the United States as well as the United Kingdom and Australia. There is, however, no research to the authors’ knowledge as to how the number of working hours affects student learning in groups, and whether students in groups with varying work patterns report better learning outcomes in groups where student working hours are similar. This study reports that overall, greater working hours decrease students’ perceptions of the value and their experience of group work, and this occurs more with second- and third-year students. It also reveals that students studying in groups where there is a large proportion of students working more than 2 days a week displayed significantly more negative appraisals of their experience at the end of a project than their peers in groups where few students were working.
Publisher: Springer Science and Business Media LLC
Date: 27-05-2014
Publisher: University of Toronto Press Inc. (UTPress)
Date: 09-2011
Abstract: Australian veterinary classrooms are increasingly erse and their growing internal ersity is a result of migration and large numbers of international students. Graduates interact with other students and increasingly with clients whose attitudes, beliefs, values, and behaviors differ from their own. An understanding and respect for these differences has an impact on client communication and health care outcomes. The present study explored how students understand and are likely to deal with issues of cultural ersity in veterinary professional practice as well as the educational needs that students feel should be met in regard to preparation to engage productively with ersity in professional practice. The present study also explored the extent to which the rich ersity of the undergraduate student population constitutes an educational resource. A class of final-year veterinary students was invited to participate in a workshop exploring intercultural confidence in veterinary consultation. Twelve groups of six to eight students discussed a fictitious scenario involving a challenging clinical encounter with a client from a different culture. Students were reticent to see the scenario in terms of cultural difference, although they generally recognized that awareness of cultural issues in veterinary practice was important. They also tended to not see their own ethnicity as relevant to their practice. While some felt that veterinary practice should be culture blind, most recognized a need to orient to cultural difference and to respond sensitively. Their suggestions for curricular improvements to address these issues are also included.
Publisher: Informa UK Limited
Date: 08-2013
Publisher: Informa UK Limited
Date: 21-01-2010
Publisher: SAGE Publications
Date: 06-1994
DOI: 10.2190/9A08-Y2Q0-6AER-6KLQ
Abstract: This article examines the effect of metacognitive instruction on students' achievement in introductory programming courses over traditional predictors of performance. Metacognitive instruction was conceptualized as a package, aimed at inducing students to develop a metacognitive strategy relevant for computer programming via interactive teaching. The metacognitive strategy consisted of a five-step planning strategy to guide students' program planning process. The interactive teaching approach involved explicit modeling, coaching and collaborative learning. An experimental field study conducted with twenty-eight experimental and twenty-eight matched control students revealed that metacognitive instruction is a better explanatory construct for students' computing performance than traditional person variables such as background knowledge, program major, gender or age. The impact of metacognitive instruction on the learning processes and outcomes of students with different personal characteristics was systematically examined.
No related grants have been discovered for Simone Volet.