期刊名称：Informing Science: The International Journal of an Emerging Transdiscipline
印刷版ISSN：1547-9684
电子版ISSN：1521-4672
出版年度：1998
卷号：1
页码：1-7
出版社：Informing Science Institute
摘要：A significant number of students are enrolled in introductory level information systems courses at New Zealand universities.Some of these institutions require their students to acquire their applications software skills in a self-instructional mode oflearning. Most of these students have only experienced teacher-directed learning and when placed in a self-instructional envi-ronment may have very limited strategies in their learning. The purpose of this study is to determine if teaching "learners tolearn" enhances the acquisition of application software skills. This study considers some of the literature on self-instructionand learner autonomy. The experiment compares two groups of students in self-instructional mode of learning. The controlgroup works independently and the treatment group attends classes that teach the students to manage their own learning. Thetreatment group is consistent in averaging higher scores demonstrating an overall enhanced learning outcome. This paperchallenges IS educators to include learning strategies in courses that require self-instruction. An introduction to workingwithin a new framework should be built in as part of the course. This can prove to be need fulfilling to learners unfamiliarwith self-instruction
关键词：self-instruction; autonomy; learning strategies; learner training; learning to learn
