Abstract
Presents a theoretical framework for designing computer-based systems that guide students in the selection of learning strategies. Reviews the relationship between learning strategies and instructional strategies. Compares theories for determining when system-assigned learning strategies will promote acquisition of knowledge and skills. Discusses task-relevant aptitude as a factor in the assignment of learning strategies. Describes advantages of learning strategies as stimuli to effective cognitive processing; postulated benefits include improved relevance of processing to performance measures, and increased working memory. Outlines potential applications of system-assigned learning strategies in the design of computer-based instructional systems.
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