The use of self-monitoring tools for Linear Algebra course in student centered e-learning environment

Abstract

The challenge faced in teaching Linear Algebra at the Faculty of Computer Science Universitas Indonesia is students are forced to accommodate their past understanding about vector with the new knowledge. Our past experiences show that self-monitoring and knowledge-sharing with other students are two effective strategies for enabling students' accommodation process. An approach proposed in the current study will apply intervention in a form of instructional method into Linear Algebra course facilitated with online collaborative and self-monitoring tools. Online collaborative tool used in the course is a discussion forum at a Moodle-based learning management system customized and maintained by the faculty. Self-regulated learning is used as framework and experimental research design is used to measure intervention effects on students' learning performance. The study will also use a metacognition questionnaire to analyze online forum discussion capturing students' self- and co-regulation. In addition to that, a correlation test will be conducted to investigate connections between self- and co-regulation with students' learning outcome. The preliminary findings show positive relationship with accommodation process.