ERIC Number: ED362160
Record Type: RIE
Publication Date: 1993-Jan
Learner-Generated Questions and Comments: Tools for Improving Instruction.
It is argued that increased use of learner-generated questions and comments can benefit every stage of the instructional process. A strategy is proposed that integrates design into the implementation of instruction. The emerging interest in learner-generated questions has followed the paradigmatic shift in psychology from behaviorism to constructivism. The generative/constructivist learning model is consistent with encouraging learners to become independent by learning how to learn. Developing the ability to monitor one's own comprehension, articulate questions, and explore answers requires time and practice that can be afforded through student journals written as homework. The use of the journal writing approach in a community college setting is described. The superiority of journal writing to the use of adjunct questions is described. A vehicle like the student journal allows the learner to share questions and comments, while the teacher is able to monitor comprehension, identify misconceptions, and empower the learner to complete the task. Recommendations are given for implementing student journal writing. Two tables compare questions and journal entries. (Contains 59 references.) (SLD)
Descriptors: Behaviorism, Community Colleges, Constructivism (Learning), Educational Psychology, Homework, Instructional Design, Instructional Improvement, Journal Writing, Metacognition, Models, Questioning Techniques, Student Evaluation, Student Journals, Student Reaction, Teacher Role, Teaching Methods, Two Year College Students, Two Year Colleges
Publication Type: Information Analyses; Reports - Evaluative; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A
Note: In: Proceedings of Selected Research and Development Presentations at the Convention of the Association for Educational Communications and Technology Sponsored by the Research and Theory Division (15th, New Orleans, Louisiana, January 13-17, 1993); see IR 016 300.