Wilhelmina C. Savenye

This study tested two metacognitive scaffolds in blended learning: a protocol for individualized facilitation prompts and an analytic rubric (critical thinking, participation frequency, writing quality). In a quasi‑experimental 2×2 factorial design (N=257) across four conditions, the rubric alone significantly improved critical‑thinking performance, whereas combining rubric and prompt scaffolds negatively impacted performance. Learners also reported higher satisfaction with only the rubric scaffold. Implications are offered for designing and facilitating asynchronous discussions in blended/online environments.

In a 2×3 factorial experiment (N=126), the study examined visual cueing (cues vs. no cues) and self‑explanation prompting (prediction, reflection, none) in an interactive multimedia lesson on the cardiovascular system. Cued animations yielded significantly higher learning outcomes than uncued animations. Cognitive load and intrinsic motivation showed different relations to learning as moderated by cueing, indicating cues may directly and indirectly enhance learning while shaping cognitive load and motivation.

Multi‑user virtual environments (MUVEs) can support collaborative scientific inquiry but may also create cognitive overload. In a control–treatment study with 78 undergraduates, voice‑based chat significantly reduced cognitive load compared with text chat, though reduced load did not translate into higher learning outcomes. Results suggest that using voice communication in MUVE‑based inquiry can mitigate cognitive load during collaboration.

As qualitative methods gain prominence in computing‑related research in higher education, this article introduces appropriate qualitative designs. It outlines defining characteristics, when to use qualitative approaches, steps for planning studies, selecting data‑collection methods, analyzing qualitative data, and reporting findings, and it offers recommendations for enhancing study quality.

As online education expands, this paper introduces writing instructors to instructional design principles that support effective online learning. It provides guidelines for analyzing learners and context, determining course appropriateness for online delivery, developing high‑quality, modular content, and supporting students and faculty for successful online delivery and facilitation.

With second‑grade students, four conditions crossed learner control (free‑access/network vs. limited‑access/hierarchical hypertext) and advisement (present vs. absent). For low prior‑knowledge learners, limited‑access hypertext improved learning relative to free‑access; high prior‑knowledge learners performed similarly across structures. Advisement increased preference in free‑access and reduced disorientation, but in limited‑access settings advisement offered no preference advantage. Time‑to‑complete varied by prior knowledge and advisement.