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ERIC Number: EJ814113
Record Type: Journal
Publication Date: 2008
Pages: 12
Abstractor: As Provided
Reference Count: 36
ISSN: ISSN-1436-4522
The Effects of Metacognitive Knowledge on the Pre-Service Teachers' Participation in the Asynchronous Online Forum
Topcu, Abdullah; Ubuz, Behiye
Educational Technology & Society, v11 n3 p1-12 2008
This paper researches the effects that students' metacognitive knowledge has on their participation in online forum discussions, which form part of a web-based asynchronous course based on a constructivist instructional approach. Metacognitive knowledge increases learners' ability to be independent learners, which is an indispensable characteristic of the distant learner. The study was carried out with 32 third-grade pre-service teachers. Each message in the forum discussions was analyzed in terms of interaction types identified by McKinnon (2000) and also scored using a grading rubric developed by the researchers. The metacognitive knowledge of the pre-service teachers was measured by the component of the General Metacognition Questionnaire. Sixty-seven percent of the pre-service teachers were at the high or medium-to-high metacognitive knowledge level and mostly sent messages having "example to idea," "clarification and elaboration," or "idea to example" type interactions. Pre-service teachers who exhibited low metacognitive knowledge, however, mostly forwarded messages having "acknowledgments," "unsubstantiated judgment," or "thoughtful query" type interactions. Moreover, metacognitive knowledge of the pre-service teachers uniquely explained 21.4% of the variance in the online participation score. We concluded by outlining some implications metacognitive knowledge has on forum discussions in relation to the constructivist approach. (Contains 1 figure and 6 tables.)
International Forum of Educational Technology & Society. Athabasca University, School of Computing & Information Systems, 1 University Drive, Athabasca, AB T9S 3A3, Canada. Tel: 780-675-6812; Fax: 780-675-6973; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Grade 3; Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A