Comparing self-regulatory processes, emotions, motivation and achievement when learning by teaching versus learning for learning
- Krista Muis (McGill U., Theme 1)
- Susanne P. Lajoie (McGill U., Theme 1)
- James Lester (North Carolina State U., Theme 2)
- Cynthia Psaradellis (McGill U.)
- Tenzin Doleck (McGill U.)
- Andy Smith (North Carolina State U.)
Digital technologies are ubiquitous and are being used in nearly every facet of everyday life. Despite the large number of tools that are available today, educational institutions have not fully integrated these technologies into the classrooms (Collins & Halverson, 2009). Moreover, few studies have been conducted to examine how technology-rich learning environments (TREs) may enhance students’ mathematics problem solving at the elementary educational level. We will address this gap in the literature by empirically examining how students’ emotions, self-regulatory processes, and learning outcomes vary across two different learning environments in the context of mathematics problem solving.
How might TREs be designed to support learning? We frame our research within the learning by teaching (e.g., Biswas, Leelawong, Schwartz, & Vye, 2005; Biswas, Jeong, Kinnenbrew, Sulcer, & Roscoe, 2010; Palinscar & Brown, 1984), self-regulated learning (Muis, 2007; Winne & Hadwin, 2008) and achievement emotion (Pekrun, 2006) literatures.
We will examine to what extent self-regulated learning, emotions, task value, perceived control, and learning outcomes differ when learning by teaching versus solely learning for learning in the context of mathematics problem solving. Our primary research questions include: (1) How and to what extent do self-regulated learning, emotions, task value, and perceived control differ when learning by teaching compared to learning for learning in the context of mathematics problem solving? (2) Does learning by teaching result in higher levels of mathematics problem solving achievement compared to learning for learning?
Our research will add to the current literature by empirically evaluating a central assumption regarding how learning by teaching enhances learning processes and outcomes during mathematics problem solving. Moreover, we will broaden and advance understanding of relations between emotions, self-regulated learning, and achievement in the context of mathematics problem solving and how TREs may be designed to foster each of these facets.