The strength of strategy-based instruction resides in its instructional practices and learning environments, especially when applied to teaching the use of computer applications. In addition, as practice shows, strategy-based instruction offers explicit, systematic, procedural development for assisting teachers in delivering instruction through gradual release; students learn through cognitive procedures that lead to metacognition. This paper presents the results of research supported by the National Science Foundation (NSF), and describes the framework used to organize effective and efficient strategies for using computer applications. The study is based on the strategy-based instruction of 400 students, over five years; it gives a solid basis for findings to be valid and useful for further research in the field.

Throughout the introduction, Bhavnani et al. explain the reasons for strategy-based instruction and confirm its adequacy in the process of improving teaching strategies. The statements are based on the current literature in the field. The authors also pose the old question of what efficient and effective strategies really are. There is relatively little research on this approach for using computer applications. The section on the design of the strategy framework describes the specific work done in this area. The authors start from the idea of modeling the knowledge required to use the strategies before the instruction is designed; therefore, they describe a separate design component related to the strategy-based instructional framework. This framework is based on the 3com model (three-knowledge component) consisting of command knowledge, strategic knowledge, and application-strategic knowledge. Each of these components is well described and proven.

The paper studies whether students recognize the opportunity to use strategy. The authors present the evaluation of the strategy-based instruction prototype, accompanied by an overview of the lessons learned in teaching strategy-based use of computer applications. The data used as the basis for the study is presented in separate appendices, and followed by a comprehensive list of references.

Anyone involved in the development of teaching strategies and the practical use of strategy-based instructional models will find this work a valuable resource.