Abstract
This chapter describes the results of eight controlled experimentations examining different conditions for implementation of the IMPROVE self-questioning prompts (Kramarski & Mevarech, 2003; Mevarech & Kramarski, 1997) in web-based learning environments from two perspectives, first for students’ learning in the classroom, and second for preservice teachers’ learning during their professional preparation. The IMPROVE method aims to support key aspects of self-regulation targeting learning processes. In evaluating the effect of the IMPROVE prompts, we focused our efforts on assessing progress at high levels of conceptual understanding in the learning domain, referring to mathematical or scientific reasoning among students and teachers alike and also referring to designing traditional and technology-based lessons among the teachers. Thus, we assessed whether learners performed well not only on immediate posttests with items similar to training, but also on tests measuring near and far transfer. In addition, we assessed acquisition of self-regulated learning (SRL) that included offline aptitude questionnaires and online process measures during real-time forum discussions. In this chapter we critically discuss the findings and raise directions for practical implications and future inquiry.
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Appendices
Appendix 1
Self-Questioning Prompts Provided to the Two Experimental Groups
Appendix 2
Screen Shots for Comprehension Task (Student’s Perspective) and for Design Task (Teacher’s Perspective)
Comprehension Task (Student’s Perspective)
Design Task (Teacher’s Perspective)
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Kramarski, B., Michalsky, T. (2013). Student and Teacher Perspectives on IMPROVE Self-Regulation Prompts in Web-Based Learning. In: Azevedo, R., Aleven, V. (eds) International Handbook of Metacognition and Learning Technologies. Springer International Handbooks of Education, vol 28. Springer, New York, NY. https://doi.org/10.1007/978-1-4419-5546-3_3
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