This research was aimed at developing and enhancing student ability to learn how to learn. This ability is very important in the coming information society since it allows students to positively cope with changes in required skills in academia and learning environments. For this purpose, the author proposed a set of learning materials created using a structured text-design method, and suggested how to use them in the classroom. The curriculum was tested in four actual classes. Positive and negative outcomes from the trial were reported on.

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Drill shells to assist the development of CAI with HyperCard were developed. Several shells were prepared for CAI courseware development, with such features as random ordering of the answers for multiple choice practices, shuffling of the practice items, and deletion and reordering of the items based on the correctness of learners' responses. In Experiment 1, college students evaluated courseware, some of which utilized the drill shells, while the rest used only regular links among cards by clicking buttons. Analysis of a questionnaire, that adopted Keller's ARCS motivation model and Gagne's nine events of instruction, suggested that the students felt the courseware with drill shells was better than the ones with regular links only in practice phases, which matched the intended effect of the drill shells. One of the drill shells, "Correct-Disappear Drill", was then redesigned and expanded, based on the students' suggestions and drill control mechanisms suggested in the literature. Experiment 2 was conducted to examine the usability of the shell for college students to develop their own courseware. It was found that first-time users successfully made and test-ran their own courseware in 30 minutes by utilizing the drill shell.

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This study proposed three types of classroom information used by a teacher, and the reconsideration of a process for planning lessons. The proposed classroom information consisted of three kinds of information : 1) determinant information for ways of implementing successive lessons, 2) feed-forward information for the next lesson planned, and 3) feedback information for improvement of the lesson. As a case study, this study explored how to use classroom information by comparing an experienced teacher with an inexperienced (second-year) teacher. The results were as follows : 1) there was a difference between the experienced and inexperienced teacher in using determinant information for successive ways of implementing the lesson ; 2) there were no basic differences between them in using feed-forward information for the next lesson plan ; and 3) there was no difference between them basically in using feedback information for improvement of the lesson. While the inexperienced teacher referred to teaching skill based on feedback information, the experienced teacher referred to construction of the lesson based on feedback information. It is thought that these differences were due to personal teaching theory, the quantity of episodic knowledge on lesson, and their usage. Finally, the descriptive model of using classroom information by a teacher was proposed and the relationship between using classroom information and teacher growth was discussed.

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