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How can self‐regulated learning be supported in mathematical E‐learning environments?
Author(s) -
Kramarski B.,
Gutman M.
Publication year - 2006
Publication title -
journal of computer assisted learning
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.583
H-Index - 93
eISSN - 1365-2729
pISSN - 0266-4909
DOI - 10.1111/j.1365-2729.2006.00157.x
Subject(s) - metacognition , self regulated learning , mathematics education , ninth , psychology , transfer of training , transfer of learning , computer assisted instruction , educational technology , function (biology) , computer science , cognition , cognitive psychology , developmental psychology , physics , neuroscience , acoustics , evolutionary biology , biology
This study compares two E‐learning environments: E‐learning supported with IMPROVE self‐metacognitive questioning (EL+IMP), and E‐learning without explicit support of self‐regulation (EL). The effects were compared between mathematical problem‐solving and self‐regulated learning (SRL). Participants were 65 ninth‐grade students who studied linear function in Israeli junior high schools. Results showed that EL+IMP students significantly outperformed the EL students in problem‐solving procedural and transfer tasks regarding mathematical explanations. We also found that the EL+IMP students outperformed their counterparts in using self‐monitoring strategies during problem solving. This study discusses both the practical and theoretical implications of supporting SRL in mathematical E‐learning environments.