Abstract: Self-explanation is a process by which learners generate inferences about causal connections or conceptual relationships. A meta-analysis was conducted on research that investigated learning outcomes for participants who received self-explanation prompts while studying or solving problems. Our systematic search of relevant bibliographic databases identified 69 effect sizes (from 64 research reports) which met certain inclusion criteria. The overall weighted mean effect size using a random effects model was g = .55. We coded and analyzed 20 moderator variables including type of learning task (e.g., solving problems, studying worked problems, and studying text), subject area, level of education, type of inducement, and treatment duration. We found that self-explanation prompts are a potentially powerful intervention across a range of instructional conditions. Due to the limitations of relying on instructor-scripted prompts, we recommend that future research explore computer-generation of self-explanation prompts. 

Abstract: Using a design-based orientation, this mixed-method study explored ways to support computing science and engineering students whose study strategies may be inadequate to meet coursework expectations. Learning support workshops, paired with university courses, have been found to assist students as they transition to university learning, thereby contributing to lower attrition rates. Unfortunately, at-risk students are less likely to attend paired learning support initiatives. To broaden participation, incentives can be provided to all students. However, doing so entails that learning support workshops provide students, in general, with relevant insights on learning. Our first research question involved determining the kind of learning support deemed valuable within the discipline by juxtaposing students' perceptions of their coursework challenges, study strategies, motivation, and attitudes with instructors' expectations for student learning. Aligned with a design-based orientation, our second research question explored those aspects of learning that the design of our learning support workshop should address. One hundred fifty-four students responded to an online questionnaire and five instructors were interviewed. Our findings provided us with insights on disciplinary learning, which are to be supported by our workshop design. Specifically, the meta-inference themes of give it a real try; disciplinary craft; and learn from/with others reflect aspects of learning that computing science and engineering students are encouraged to develop. We recommend future research into instructors' disciplinary learning beliefs and how paired learning support can be designed to initiate first-year students into those aspects of learning valued by their respective disciplinary fields.

Abstract: This paper is based on research conducted as part of a larger case study examining academic challenges and ways to support the learning of first-year, computing science and engineering students at a Canadian university. Students’ learning strategies and attitudes were explored using measures from the MSLQ and questions designed to explore course challenges. Engineering and computing science instructors were interviewed to gain insight into challenges students face and explore those attitudes and strategies that instructors perceived as contributing to deeper learning for required coursework. Results revealed that first-year students have difficulty adapting their learning strategies and attitudes to required coursework, consistent with literature (Pintrich, 2002). Specifically, students tend to have an extrinsic goal orientation and moderate levels of metacognitive strategy use; experience test anxiety; and seldom use peer learning or help-seeking strategies. In contrast, coursework requires higher levels of metacognition, while instructors believe peer learning and help seeking strategies are important to learning. Moreover, instructors observed that students did not persist through challenges faced in coursework. This study provides a foundation for further discussion into how to support student learning toward attitudes and strategy use more aligned with those of instructors and reflecting views about learning appropriate to computing and engineering sciences .

Abstract: This research investigated attitudes towards computer-assisted language learning (CALL). The frameworks developed by Rogers (1983) and Ajzen (2005) indicate that a complex of variables contribute to the diffusion of innovations and the attitude-to-behavior process. From an array of contributory factors, cultural perceptions, computer competence and computer access were chosen as independent variables for a regression analysis predicting participants’ attitudes towards computers in education. Cultural perceptions and computer competence were found to correlate significantly with CALL attitudes, supporting the idea that these factors play a role in the adoption of new educational technologies in language learning.

Abstract: Based on various theories of human agency (Ajzen, I. (2005). Attitudes, personality and behavior (2nd ed.). London: Open University Press; Davis, F.D. (1989). Perceived usefulness, perceived ease of use, and user acceptance of information technology. MIS Quarterly, 13, 319–340; Rogers, E.M. (1983). Diffusion of innovations (3rd ed.). New York: The Free Press), it is essential to know users' attitudes and abilities before implementing widespread use of computer-assisted language learning (CALL) techniques in schools. This study takes a two-tiered approach. On the one hand, it aims to explore the current computer-related attitudes and abilities of Iranian high school language teachers and students, before the actual diffusion of computers into the education system. On the other hand, this study compares the attitudes of language teachers and students towards CALL, cultural perceptions of the role of computers in education, computer competence, and computer access. Toward this aim, a multi-section survey in the Persian language was administered to high school language teachers and students. Data were analyzed using descriptive statistics, and the results indicated that the majority of the participants have positive attitudes towards CALL and find it relevant to the cultural context of Iran. Teachers have moderate computer competence, while students have limited competence. Language teachers and students have daily access to computers mostly at home. The study further shows the difference between language teachers and students in that although teachers are presumed to be ambivalent about computer-related issues, in comparison with their students, teachers rank significantly higher on the CALL attitude and computer competence scales. From the positive CALL attitudes of both groups, it may be inferred that they will use computers in language education once computers become available, accompanied by adequate training.