Abstract:

In recent years, the importance of increasing the student ability of self-evaluation in their learning path has been broadly recognized. The Self-Regulated Learning (SRL) reference frame (Zimmermann, 1998, 2001) makes it possible to identify the features that should characterize a learning environment aiming at the development of self-regulated learning. Zimmermann (1998, 2001) states that three kinds of features can promote a self-regulated process: ‘features supporting planning’, ‘features supporting task execution and activity monitoring’, and ‘features supporting self-assessment’.

In this perspective, the role of the feedback provided by the Aplusix ICT (Nicaud & al., 2004) has been investigated in order to promote SRL process. In particular, it is investigated how the different kinds of feedback offered by Aplusix can be used, according to the classification mentioned above, as features activating SRL (Mariotti & Maffei, 2010).
Aplusix is a software which allows the user to carry out numerical and literal calculations. Two different modalities are possible: Training Mode and Test mode. In Training mode, Aplusix provides the user with a constant feedback on her/his calculation (i.e. the feedback is given at each typing). In Test mode, no feedback is given during the solution of a given task until the completion of the task. Afterwards, the user is invited to do the Self-correction Activity. The tasks performed during the test are shown again but with feedback, so that the user can see if and where she/he did well/wrong, and thanks to that, she/he can correct the task. This way, the user can exploit the feedback as if she/he works in Training Mode.
In this contribution, after a brief introduction on how the components of Aplusix can be effective to activate a SRL process, attention is given to the functioning of the Self-Correction Activity, considered as a ‘feature supporting self-assessment’ in the SRL frame. Some protocols coming from classroom activities based on both Self-correction activities and student reports, in which students are asked to comment on such a type of activity, are analysed.
The study can open new research perspectives on the impact of new technologies in making learning process more effective, without neglecting, but, on the contrary, stressing, the crucial role of the teacher in setting an educational environment able to promote SRL.

References:
Mariotti, M.A., Maffei, L. (2010). Activating a self-regulated process: The case of remedial activity within ICT environment. In G. Dettori, & D. Persico (Eds.), Fostering Self-regulated learning through ICTs. (pp. 210-231) IGI Global.
Nicaud, J-F., Bouhineau, D., Chaachoua, H. (2004). Mixing microworld and Cas features in building computer systems that help students learn algebra. International Journal of Computer for Mathematical Learning, 9(2), 169-211.
Zimmerman, B.J. (1998). Developing self-fulfilling cycles of academic regulation: an analysis of exemplary instructional models. In D.H. Schunk & B.J. Zimmerman (Eds), Self regulated learning, from teaching to self-reflective practice (pp. 1-19). New York: Guilford Press.
Zimmerman, B.J. (2001). Theories of self-regulated learning and academic achievement: an overview and analysis. In D.H. Schunk & B.J. Zimmerman (Eds), Self-regulated learning and academic achievement (pp. 1-37). Mahwah, NJ: Lawrence Erlbaum Associates.