How Do Self-Regulated Learning Processes Relate to Students' Ability to Learn From Worked Peer Examples?

• In Event: Self-Regulated Learning Processes

Abstract

Instructors use worked examples to teach mathematical problem-solving and research supports the benefit of learning from worked examples and case comparison. In this study, we use think-aloud data to explore how students’ SRL processing relates to their decision to review peer worked examples and their posttest performance. Forty-seven undergraduate participants learned about ellipses, then solved an ellipses problem. Afterwards, participants were given the choice to review two worked examples (i.e., one accurate and one erroneous) of the same problem from their peers. Our findings indicate that monitoring while problem-solving predicts whether students will review peer examples and future monitoring while reviewing those examples. Furthermore, choosing to not review the peer worked examples was related to poorer performance on the posttest.

Authors

• Rebekah F. Duke, University of North Carolina - Chapel Hill

• Christina Hollander, University of North Carolina - Chapel Hill

• Linyu Yu, University of North Carolina - Chapel Hill

• Shelbi Kuhlmann, University of North Carolina - Chapel Hill

• Matthew L. Bernacki, University of North Carolina Chapel Hill

• Jeff A. Greene, University of North Carolina - Chapel Hill