Metacognitive and Cognitive Effects of Different Loci of Instructional Control.

This study investigated different loci of instructional control and prior background knowledge in terms of two aspects of metacognitive effects (utilization and correctness of metacognitive monitoring) and two aspects of cognitive effects (knowledge acquisition and application). The study also investigated the effectiveness of learner strategies used under learner control. Two parallel versions of computer assisted instruction (CAI) lessons on the computer programming language Logo were developed for the program control and learner control groups. The two versions were the same in the tutorial sessions, but differed in the presentation of the question for self-estimates of understanding and in the choices available in the practice sessions. The subjects were 62 third graders in a suburban elementary school who had no prior experience with Logo, and the study was conducted in the school computer lab over seven weeks. When supportive factors such as provision of clearly labeled options, basic requirements, and presentation of feedback and advice on on-going progress were integrated into the design of a learner control study, this condition seemed to foster students' metacognitive as well as cognitive knowledge and skills in a more effective way than did program control. The overall results of the study indicate that, as an instructional design strategy, learner control can provide learners with opportunities to improve their metacognitive skills and knowledge, while attempting to teach cognitive skills and knowledge of specific subject matter content in a more effective way than can program control. Limitations of the study are noted, and nine tables, copies of the pretest and the interview schedule for metacognitive monitoring, and formulas for the evaluation of the effectiveness of learner strategy are appended. (27 references) (BBM)