With limited time available in the classroom, e-learning tools can supplement in-class learning by providing opportunities for students to study and learn outside of class. Such tools can be especially helpful for students who lack adequate prior preparation. However, one critical issue is ensuring that students, especially those in need of additional help, engage with the tools as intended. Here we first discuss an empirical investigation in which students in a large algebra-based physics course were given opportunities to work through research-validated tutorials outside of class as self-study tools. Students were provided these optional tutorials after traditional instruction in relevant topics and were then given quizzes that included problems that were identical to the tutorial problems with regard to the physics principles involved but had different contexts. We find that students who worked through the tutorials as self-study tools struggled to transfer their learning to solve problems that used the same physics principles. On the other hand, students who worked on the tutorials in supervised, one-on-one situations performed significantly better than them. These empirical findings suggest that many introductory physics students may not engage effectively with self-paced learning tools unless they are provided additional incentives and support, e.g., to aid with self-regulation. Inspired by the empirical findings, we propose a holistic theoretical framework to help create learning environments in which students with diverse backgrounds are provided support to engage effectively with self-study tools.

中文翻译：

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整体框架可帮助学生从经过研究验证的自定进度的学习工具中有效学习

由于课堂上的时间有限，电子学习工具可以通过为学生提供课外学习和学习的机会来补充课堂学习。这样的工具对于缺乏足够的事先准备的学生特别有用。但是，一个关键问题是确保学生（尤其是需要更多帮助的学生）按预期使用工具。在这里，我们首先讨论一个实证研究，在该研究中，以代数为基础的大型物理课程的学生有机会通过课外的经过研究验证的教程作为自学工具进行工作。在相关主题的传统指导下，向学生提供了这些可选的教程，然后进行测验，包括与所涉及的物理原理相同的问题，但具有不同的上下文。我们发现，通过本教程作为自学工具进行学习的学生努力地转移他们的学习内容，以解决使用相同物理原理的问题。另一方面，在有监督，一对一的情况下从事辅导工作的学生的表现明显优于他们。这些经验发现表明，除非有额外的激励和支持，例如帮助自我调节，否则许多入门物理学的学生可能无法有效地使用自定进度的学习工具。受经验发现的启发，