Complementary Perspectives for the Evaluation of Student-Teachers' Pedagogical SRL in Metacognitive Hypermedia Environment

The present study combined an electronic diary approach with self-report measures in order to investigate the process of student-teachers' pedagogical SRL in two hypermedia environments: hypermedia with metacognitive instruction (HYP+Meta) and hypermedia without metacognitive instruction (HYP). The electronic diary approach was based on self-reflections prompted with the IMPROVE metacognitive questioning method [1]. These questions were embedded within a hypermedia environment, during students' pedagogical assignments to design learning activities. Ninety five student-teachers training to be science teachers participated in the study during one academic semester. SRL measures were assessed in two complementary perspectives: a self-report questionnaire (MSLQ: cognition, metacognition and motivation) and a time-series analysis of self-reflections written during designing lesson units (planning, monitoring, debugging and evaluation). Results showed that being exposed to HYP+Meta environment may enhance student-teachers in their ability to reflect and regulate their learning process on all SRL measures. This in turn may develop their pedagogical ability to design complex learning activities. Further analysis indicated high correlations within SRL measures (selfreport and self-reflections) and between SRL and complex designing tasks.