This investigation looked to the potential gained by a learning intervention employing the affordances of information and communication technologies to improve the self-regulation skills of seventeen college students taking a foundational mathematics course. Surveys measured differences in ability to self-regulate both pre- and post-intervention, while semi-structured interviews illustrated meaning. The creation of a studynote (stylus-written MS Word document) or screencast (audio-visual recording) artefact of problem solution required students to set goals, structure environment, plan task strategy, and manage their time. When artefacts were shared (via the learning management system), individuals compared their work to others and determined if further assistance was required. The affordances of the learning intervention contributed to a transformation in self-regulation skill.

Bio: Carol Carruthers is a mathematics professor for the School of Biological Sciences and Applied Chemistry at Seneca College. With over 35 years of practical teaching experience, she recently obtained her Ph.D. from the University of Windsor with her dissertation entitled How the Affordances Provided by a Technology-Enhanced Learning Intervention Can Impact the Self-Awareness and Self-Regulation of Students Taking a Community College Foundational Mathematics Course. Future research interests include helping students to develop specific self-regulation ability through the creation of their own study artefacts using information and communication technologies.