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Instructional Science: An International Journal of the Learning Sciences

May 2012 Volume 40, Number 3

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Table of Contents

Number of articles: 10

  1. Psychological Knowledge for Teaching Critical Thinking: The Agency of Epistemic Activity, Metacognitive Regulative Behaviour and (Student-Centred) Learning

    Effie Maclellan & Rebecca Soden

    This study considers the case of a tutor whose students repeatedly evidenced significantly superior critical thinking in summative assessment. For the purpose of surfacing appropriate pedagogical... More

    pp. 445-460

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  2. A Design-Based Research Case Study Documenting a Constructivist ID Process and Instructional Solution for a Cross-Cultural Workforce

    Monica W. Tracey & Kelly L. Unger

    As the need for instructing a globalized workforce increases, instructional designers must embrace the constraints and the opportunities these projects provide in order to move the field of cross... More

    pp. 461-476

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  3. Different Instructional Preferences between Western and Far East Asian Adult Learners: A Case Study of Graduate Students in the USA

    Szu-Fang Chuang

    As the workplace becomes more international, it is necessary to periodically examine the learning preferences of adults from different cultures in order to enhance their transfer of learning. This ... More

    pp. 477-492

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  4. An Instructional Paradigm for the Teaching of Computer-Mediated Communication

    Craig D. Howard

    This article outlines an instructional paradigm that guides the design of interventions that build skills in computer-mediated communication (CMC). It is applicable to learning at multiple levels... More

    pp. 493-513

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  5. Beyond Physics: A Case for Far Transfer

    Benjamin Robert Forsyth

    This is a case study of a physics undergraduate who claimed that he "uses physics to understand other subjects." This statement suggested that this student could describe issues concerning the... More

    pp. 515-535

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  6. Effects of Model-Centered Instruction on Effectiveness, Efficiency, and Engagement with Ill-Structured Problem Solving

    Jeongmin Lee & J Michael Spector

    The goals of this study were to investigate the timing and the mechanism by which two types of model-centered instruction (MCI)--expert modeling (EM) and self-guided modeling (SGM)--might be made... More

    pp. 537-557

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  7. Exploring the Potential Impact of Reciprocal Peer Tutoring on Higher Education Students' Metacognitive Knowledge and Regulation

    Liesje De Backer, Hilde Van Keer & Martin Valcke

    It is widely recognized that metacognition is an important mediator for successful and high-level learning, especially in higher education. Nevertheless, a majority of higher education students... More

    pp. 559-588

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  8. Learning Study: Helping Teachers to Use Theory, Develop Professionally, and Produce New Knowledge to Be Shared

    Ming Fai Pang & Lo Mun Ling

    The lesson study approach is a systematic process for producing professional knowledge about teaching by teachers, and has spread rapidly and extensively in the United States. The learning study... More

    pp. 589-606

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  9. Relations between Teachers' Emotions in Teaching and Their Approaches to Teaching in Higher Education

    Keith Trigwell

    This study investigated the relations between teachers' emotions in teaching and their approaches to teaching in individual courses. It is derived from two fields of study that have hitherto been... More

    pp. 607-621

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  10. Successfully Carrying out Complex Learning-Tasks through Guiding Teams' Qualitative and Quantitative Reasoning

    B Slof, G Erkens, P A. Kirschner, J Janssen & J G. M. Jaspers

    This study investigated whether and how scripting learners' use of representational tools in a computer supported collaborative learning (CSCL)-environment fostered their collaborative performance ... More

    pp. 623-643

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