Helping students to help themselves: case studies from a metacognitive approach to computer learning and teaching

End-user training in the use of computer software and hardware has become a significant area of professional development in a range of educational, organisational and community contexts. However, technology is developing at such a rapid rate that, if an individual undertakes training in how to use a particular piece of software, that knowledge is likely to be inadequate or out-of-date in a very short period of time. Training contexts that emphasise the centrality of the ´trainer´ or teacher inevitably foster learner dependency. Although such learning contexts may be ´comfortable´ and familiar´ for some students they do not accord with the learning patterns of many ´capable´ computer users. Computer education, which fosters learner independence, holds greater potential for developing life-long, capable computer users in rapidly evolving technology contexts. Three case studies are presented which illustrate the potential of a metacognitive approach to computer learning in ´helping students to help themselves´.