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Article de revue:
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ID no. (ISBN etc.): 02664909
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Clé de citation BibTeX: Kramarski2006
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Kramarski, B., & Gutman, M. (2006). How can self-regulated learning be supported in mathematical e-learning environments? Journal of Computer Assisted Learning, 22(1), pp. 24–33.
Ajoutée par: Sterenn Audo 2008-02-13 14:18:01 Dernièrement modifiée par: Sterenn Audo 2008-02-13 16:43:00
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Résumé
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. [ABSTRACT FROM AUTHOR]
Ajoutée par: Sterenn Audo Dernièrement modifiée par: Sterenn Audo
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Idées
pdf dispo
Ajoutée par: Sterenn Audo
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