Designing Learning Technologies to Support Self-Regulation During Ill-Structured Problem-Solving Processes

Abstract

This chapter presents a web-based, database-driven cognitive support system for scaffolding self-regulation in the process of ill-structured problem solving. Self-regulation theory was used as a guiding framework for the design of this cognitive tool. The design features, functions and rationales of the system are detailed in the chapter. Of particular interest are the mechanisms of question prompts, expert view, and peer review in supporting self-monitoring, self-regulation, and self-reflection during ill-structured problem solving. Empirical studies are summarized on the effects of various support mechanisms conducted in several different knowledge domains (e.g., instructional design, education, and pharmacy) and contexts using different research methods. The findings show that the cognitive support system has a positive influence on self-monitoring and self-regulation, which subsequently facilitates ill-structured problem-solving processes. The limitations of the system, as well as design implications for developing interactive learning technologies, are discussed regarding fostering students’ self-regulatory learning to develop their ill-structured problem solving skills.