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

Abstract

Abstract 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.

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