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ERIC Number: EJ1113349
Record Type: Journal
Publication Date: 2016-Sep
Pages: 16
Abstractor: As Provided
ISSN: ISSN-1939-5256
Examining Interactive and Metacognitive Processes in Student Learning: Findings from a Hybrid Instructional Environment
Meyers, Shelly; Feeney, Linda D.
Online Learning, v20 n3 p110-125 Sep 2016
This study examines the interaction behaviors and metacognitive behaviors of graduate students in the online portion of a flipped classroom. For their time outside the face to face classroom, students were given the choice of two online methods for their interactions--synchronous verbal discussions and asynchronous written discussions. Students were provided a detailed outline for their discussions. Discussions were analyzed and interactive and metacognitive behaviors were categorized and counted. Interaction behaviors and metacognitive behaviors were present in both environments. Synchronous verbal discussions were found to include significantly more interaction behaviors in five of six categories. There was no significant difference in the number of metacognitive behaviors. Students demonstrated the same level of learning behaviors in both environments.
Online Learning Consortium, Inc. P.O. Box 1238, Newburyport, MA 01950. Tel: 888-898-6209; Fax: 888-898-6209; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: New Jersey
Grant or Contract Numbers: N/A