This article describes a study on the effects of a self-instruction training programme in communication skills for psychology students at the Open University of the Netherlands in comparison to a fully supervised training. We expected both training programmes to increase students’ knowledge and skills, as well as their self-efficacy and motivation concerning the use of skills. Furthermore we ex...

Much scientific thinking is spatial in nature, and even non-spatial information is often communicated using maps, diagrams, graphs, analogies and other forms of spatial communication. Students’ spatial skills are correlated with their success in learning science, both concurrently and predictively. Given that spatial skills are malleable, can spatial thinking be used to improve science educatio...

Systematic phonics instruction in first language education has recently received considerable research attention due to its critical role in facilitating phonological awareness and processing skills. However, little is known about the effects of systematic phonics instruction on foreign language reading and spelling in an EFL context. This study examined the effects of spelling-based phonics in...

newell's learning stages model is a learning model based on dynamic systems theory which is divided to three stages based on the relationship among learners' degree of freedom. the aim of this study was to investigate the effect of attention focus of instruction on learning a simple skill (throwing darts) and a complex skill (non-dominant foot chip shot). thestudyconsistedoftwoexperim...

A Conceptual Model for the Design and Delivery of Explicit Thinking Skills Instruction Abstract Developing student thinking skills is an important goal for most educators. However, due to time constraints and weighty content standards, thinking skills instruction is often embedded in subject matter, implicit and incidental. For best results, thinking skills instruction requires a systematic des...

The purpose of this paper is to identify portions of the literature in the areas of Information Technology (IT) management, skills development, and curriculum development that support the design of a holistic conceptual framework for instruction in non-technical skills within the IT higher education context. This article review provides a framework for understanding how the critical success fac...