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ERIC Number: EJ1036268
Record Type: Journal
Publication Date: 2014
Abstractor: As Provided
Reference Count: 25
An Exploration of Metacognition in Asynchronous Student-Led Discussions: A Qualitative Inquiry
Snyder, Martha M.; Dringus, Laurie P.
Journal of Asynchronous Learning Networks, v18 n2 2014
Research is limited on how metacognition is facilitated and manifested in socially situated online learning environments such as online discussion forums. We approached metacognition as the phenomenon of interest partly through a methodological objective to evaluate the relevance of a metacognition construct and partly through a content objective to study student-led facilitation of discussions as a strategy in promoting metacognition. Results revealed that the metacognition construct was useful in helping us understand and organize the data and student-led online discussions can be an effective strategy for helping students develop dimensions of metacognition including knowledge, monitoring, and regulation. However, in order for students to use these skills effectively, instruction, motivation, and guidance are needed particularly related to regulation of metacognition and co-construction of meaning.
Descriptors: Metacognition, Asynchronous Communication, Discussion (Teaching Technique), Qualitative Research, Inquiry, Online Courses, Electronic Learning, Communities of Practice, Relevance (Education), Student Attitudes, Student Experience, Learning Activities, Masters Programs, Questionnaires, Transcripts (Written Records), Student Leadership, Leadership Role, Facilitators (Individuals), Leadership Responsibility, Student Participation, Program Design, Phenomenology
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Publication Type: Journal Articles; Reports - Research; Tests/Questionnaires
Education Level: Higher Education; Postsecondary Education
Authoring Institution: N/A