This study compares two E-learning environments: E-learning supported with IMPROVE self-metacognitive questioning (EL1IMP), and E-learning without explicit support of selfregulation (EL). The effects were compared between mathematical problem-solving and self-regulated learning (SRL). Participants were 65 ninth-grade students who studied linear function in Israeli junior high schools. Results showed that EL1IMP students significantly outperformed the EL students in problem-solving procedural and transfer tasks regarding mathematical explanations. We also found that the EL1IMP students outperformed their counterparts in using self-monitoring strategies during problem solving. This study discusses both the practical and theoretical implications of supporting SRL in mathematical E-learning environments.

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Enabling pre-service teachers to develop a critical view of their practice and to acquire the higher order inquiry skills necessary for pedagogic research has been and continues to be a challenge. The present study presents a unique intervention in the training of pre-service teachers in research skills (research literacy) using a Problem Based Learning (PBL) approach. The intervention is implemented in two different Learning Communities (LC), one online and the other blended. Both immediate and long-term effects of PBL are investigated as are the effects of social and direct scaffolding within the LCs.The study focuses on transmitting the following Research Literacy (RL) skills: identifying and defining a problem, formulating a research question, and designing a research method. The findings indicate an immediate effect upon all RL skills in both LCs. The long-term effect appears only in the online LC and only for two RL skills: identifying and defining problems. Additionally, there is greater use of social scaffolding in formulating and designing a research study in the online LC than in the blended learning community. Those findings are then interpreted in terms of retention capacity and scaffolding in blended and online LCs.building depends on heightened levels of interaction and on harmonization of blended interaction channels. While this principle was maintained in the online LC of the current study, it was probably missing in the blended LC.Participants in the blended LC were alternately requested to create learning interactions in traditional and online formats. Probably the inconsistency of the communication channels and their differing patterns confused them, reducing the efficiency of the interpersonal interactions. This in turn led to significantly lower frequency and quality of both direct and social scaffolding as compared to the online LC. Practical implications, future research, and limitationsThe main purpose of this study was to compare an online Learning Community to a blended LC, focusing on students' ability to assimilate the link between Research Literacy and pedagogy. We had assumed that the pedagogic communication which took place in the blended environment would achieve significantly greater internalization of the knowledge and skills of RL than that of the pure online environment (Willcoxson et al., 2011; Bettaz et al., 2016). This assumption was based on the claim that multichannel communication improves outcomes in declarative knowledge, cognitive flexibility and high-order skill acquisition (Park, 2011). However, our expectation was not only not confirmed, but we found that online-based pedagogic communication yields better results for most aspects of RL and in the social interactivity in the virtual forums.On the theoretical level, this study offers important insight into evaluating PBL communication with different kinds of scaffolding and social interaction in a RL context. On the practical level, this study provides a perspective on an innovative method of assimilating the link b...

The current study presents the professional experiences of senior teacher educators ('Associate Professors'), with an emphasis placed on ethical dilemmas they face during their administrative work. The main purpose is to characterize the critical incidents underlying these dilemmas, their interpretation, and the ways of balancing the different considerations in their resolution. A qualitative analysis of twelve narrative interviews pointed to four core values which underpinned the approaches taken by teacher educators in their handling of critical situations: perception of integrity, empathy and care, commitment to the institution, and the need to promote initiatives. Findings indicate that the concept of integrity is central to the these educators' decision making processes, but that this concept is interpreted differently according to the personality characteristics, experience, and educational vision of the interviewees. It is proposed to conduct further studies that examine the interpretation of 'integrity' as a concept among senior teacher educators and the manner in which it emerges in their professional lives.