Abstract

The Web can be a great and useful tool for learning, but users need to be instructed on how to integrate digital information. Cognitive and metacognitive skills are required in order to learn through the Web. The main goal of this paper is to evaluate the use of the regulation process in a Web-based activity. A coding-scheme was designed and implemented in order to analyse the use of metacognitive skills within a case-study framework. The performance of two individual secondary education students was analysed. From these results, some instructional guidelines to consider in an instructional scaffold-based design are suggested that can be inserted in an Information Problem Solving activity.