How can self-regulated learning be supported in mathematical E-learning environments?

被引：138

作者：

Kramarski, B ^{[1
]}

Gutman, M ^{[1
]}

机构：

[1] Bar Ilan Univ, Sch Educ, IL-52900 Ramat Gan, Israel

来源：

JOURNAL OF COMPUTER ASSISTED LEARNING | 2006年 / 22卷 / 01期

关键词：

E-learning; mathematics; supporting self-regulated learning; transfer;

D O I：

10.1111/j.1365-2729.2006.00157.x

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

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.

引用

页码：24 / 33

页数：10

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