Search

To link to full-text access for this article, visit this link: http://dx.doi.org/10.1016/j.chb.2006.10.008 Byline: Jan Elen, Geraldine Clarebout Abstract: The different papers in this special issue all addressed learning with complex tasks. All of these papers reached only partially the expected results. This discussion on possible factors that may explain these unexpected results. A first issue that is questioned is the functionality of the tools in the studies. Secondly, the learners lack of compliance is addressed. It may have been that the learners did not take the opportunities offered to them. Third, the use of the support by the learners itself is questioned. Although some methodological issues can be raised, the different papers made a worthwhile attempt to grasp the complexity in a learning environment. Moreover, they highlight the importance of a consolidated framework to determine relevant factors that should be considered when dealing with complexity. Author Affiliation: Center for Instructional Psychology and Technology, Katholieke Universiteit Leuven, Vesaliusstraat 2, 3000 Leuven, Belgium

To link to full-text access for this article, visit this link: http://dx.doi.org/10.1016/j.chb.2004.09.007 Byline: Geraldine Clarebout, Jan Elen Keywords: Computer-based learning environments; Tool use; Literature review Abstract: Computer-based learning environments often confront learners with a number of tools, i.e. non-embedded support devices. Such environments assume learners to be good judges of their own learning needs. However, research indicates that students do not always make adequate choices for their learning process. This especially becomes an issue with the use of open learning environments, which are assumed to foster the acquisition of complex problem solving skills. Such open learning environments offer students tools to support their learning. Consequently, it is needed to understand factors that influence tool use and acquire insight in learning effects of tool use. Both issues are addressed in this contribution. A review of the existing literature has been undertaken by performing a search on the Web of Science and the PsycInfo database. Results indicate that there is some evidence for learner, tool and task characteristics to influence tool use. No clear indication was found for a learning effect of tool use. The conclusion proposes a research framework for the systematic study of tools. Author Affiliation: Center for Instructional Psychology and Technology, University of Leuven, Vesaliusstraat 2, B-3000 Leuven, Belgium

Research presented concerns the impact of socio-constructivist principles on the design of learning environments, focusing on how students interact and acquire knowledge in a self-motivating, technology-rich context. Students were measured on their instructional beliefs, motivation, metacognitive strategies, and task-related knowledge.