Science Net: Effects of an e-Learning System on Elementary School Students' Self-Regulated Learning in Science Classes

摘要

This paper describes the evaluation of our science e-learning site 'Science Net' which elementary school students have used it for one year. First, the findings show that it is not only being used it for checking lesson content but also for asking questions, lesson revision, and searching for science information via a bulletin board system (BBS). Second, the users who have used it for checking lessons tend to score higher in the self-regulated learning strategies than the non users from the results of the Motivated Strategies for Learning Questionnaire (Pintrich · De Groot 1990), in terms of 2 of the cognitive strategies (When I study for a test, I try to put together the information from class and from the book, and so on), and 4 of the self-regulations (I work on practice exercises and answer end of chapter questions even when I don't have to; when I'm reading I stop once in a while and go over what I have read, and so on).