1. Comparative & Non-
comparative

2. Comparative study
Significant Difference - Better Results
with Technology 2009 - Shah, S.
Influence of Instructional Technology on
Learning and Persistence of Tribal
College Students: A Quasi-experimental
Study University of Phoenix, 145 pages;
AAT 3375974 "Students who used the
technology scored significantly higher
than students of the control group who
experienced only traditional teaching
methods."

3. Snapshot
Instructional technology integrated with
traditional classroom instruction
significantly and positively influenced
learning outcomes and persistence of
students of first year mathematics
classes of Tribal Community College A
when compared with a control group
of students of first year mathematics
classes of Tribal Community College
B, using only traditional classroom
instruction

4. Non comparative
EVALUATION OF THE DEVELOPMENT OF
METACOGNITIVE KNOWLEDGE SUPPORTED
BY THE
KNOWCAT SYSTEM
Manoli Pifarré
Universitat de Lleida
Department of Pedagogy and
Psychology, Universitat de Lleida, Campus de la
Caparrella s/n, Lleida, Spain, E-25192-
Ruth Cobos
Department of Computer Science, Universidad
Autónoma de Madrid, Spain, 28049 Madrid
ISBN: 978-972-8924-69-0 © 2008 IADIS

5. Snapshot
The aim of this study was to examine the
development of higher students’ metacognitive
knowledge after they participated actively in a
specific Computer Supported Collaborative
Learning system called KnowCat. Eighteen
university students participated in a 12-month
learning project. During this period KnowCat
learning environment was used to support
scaffolding process among equals during
problem-solving tasks. After the instructional
period using the mentioned system, the students
were interviewed and their work in the shared
workspace was traced. Qualitative analysis
revealed that the instructional application of the
KnowCat system can favour and improve the
development of students’ metacognitive learning
processes.