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

This study compares two E-learning environments: E-learning supported with IMPROVE
self-metacognitive questioning (EL1IMP), and E-learning without explicit support of selfregulation (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 EL1IMP students significantly
outperformed the EL students in problem-solving procedural and transfer tasks regarding
mathematical explanations. We also found that the EL1IMP 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.