Self-regulation in mathematical e-learning: Effects of metacognitive feedback on transfer tasks and self-efficacy

This study compares two mathematical e-learning instructions supported by different forms of feedback: E-learning with metacognitive feedback (EL+MF), and e-learning with result feedback (EL+RF). Metacognitive feedback was based on the IMPROVE selfquestioning strategy (e.g., Kramarski and Mevarech, 2003), and result feedback included correctness of the solution. The participants were 62 ninth-graders who practiced mathematical problem-solving through interactive tasks accessible on the Web. Results showed that EL+MF students significantly outperformed the EL+RF students in procedural and transfer problemsolving, and used more conceptual arguments when providing mathematical explanations. Furthermore, at the end of the study the EL+MF students exhibited more self-efficacy in learning mathematics in a computer-based environment.