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ERIC Number: EJ904150
Record Type: Journal
Publication Date: 2010-Nov
Pages: 10
Abstractor: As Provided
Reference Count: 16
ISBN: N/A
ISSN: ISSN-1470-3297
Metalearning Capacity and Threshold Concept Engagement
Ward, Sophie C.; Meyer, Jan H. F.
Innovations in Education and Teaching International, v47 n4 p369-378 Nov 2010
This study aims to further our understanding of metalearning activity through the analysis of qualitative data gathered from 370 first-year microeconomics students in three UK universities. The students were asked to produce undirected reflective essays in response to a personal "learning profile" generated before, and after, the teaching of a threshold concept. The purpose was to compare the capacity and/or inclination of students studying threshold concepts to write about their learning in a manner that conveys an understanding of the self, and sense of control, in the associated process. Findings are first, that as a posited benefit of the metalearning experience a majority of students demonstrate an increased level of control over their learning of threshold concepts, and second that the metalearning activity may provide the basis for study support intervention, tailored to the individual student's needs as identified in their self-reported learning profile and reflective essay. (Contains 3 tables and 3 notes.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom