Araştırma Makalesi | Açık Erişim
Akdeniz Eğitim Araştırmaları Dergisi 2015, Clt. 9(17) 9-16
Metacognitive Awareness and its Impact on Study Strategies in An Online Learning Context
ss. 9 - 16
Yayın Tarihi: Haziran 01, 2015 | Görüntüleme Sayısı: 88/661 | İndirilme Sayısı: 100/1.355
Özet
This paper examines the reflexions made by a set of online students regarding the results obtained in an assessment task and its consequences for the future. The sample included 43 students in continuous assessment, from both sexes. After knowing the results they were asked to indicate the implications of this exercise to their future studies. The content analysis revealed the existence of two categories - Causality (internal / external) and Influence (No consequences / Motivation / Method) - regardless of the approach to real evaluation. The reflection that students can make about their learning process and the difficulties in developing their tasks is of great relevance to achieve success. This was evident in the analysis that our students made on the completion of the assessment work, as well as the consequences for their future study. This process of reflection and awareness in the teaching learning process is particularly relevant in online education where the role of metacognitive monitoring and control system gains a prominent role. Allowing students to reflect on these issues permits them to be more effective learners..
Anaktar kelimeler: metacognitive monitoring; online learning context; adults’ learners
APA 7th edition
Goulão, M.d.F. (2015). Metacognitive Awareness and its Impact on Study Strategies in An Online Learning Context. Akdeniz Eğitim Araştırmaları Dergisi, 9(17), 9-16.
Harvard
Goulão, M. (2015). Metacognitive Awareness and its Impact on Study Strategies in An Online Learning Context. Akdeniz Eğitim Araştırmaları Dergisi, 9(17), pp. 9-16.
Chicago 16th edition
Goulão, Maria de Fátima (2015). "Metacognitive Awareness and its Impact on Study Strategies in An Online Learning Context". Akdeniz Eğitim Araştırmaları Dergisi 9 (17):9-16.
- Azevedo,R. & Cromley, J.G., (2004). Does training on self–regulated learning facilitate student’s learning with hypermedia?. Journal of Educational Psychology, 96, (3), 523-535 [Google Scholar]
- Bjork, R.A., Dunlosky,J. & Kornell,N. (2013). Self-Regulated Learning: Beliefs, Techniques and Illusions. Annual Review of Psychology, 64,417–444 [Google Scholar]
- Blakey, E., & Spence, S. (2000). Developing metacognition. Syracuse, NY: ERIC Clearinghouse on Information Resources. Retrieved from http://ericae.net/edo/ED327218.htm [Google Scholar]
- Bol,L & Garner,J.K. (2011). Challenges in supporting self-regulation in distance education environments. Journal Computer High Education, 23, 104 - 123 [Google Scholar]
- Ertmer, P. A., & Newby, T. J. (1996). The expert learner: Strategic, self-regulated and reflective. Instructional Science, 24, 1-24. [Google Scholar]
- Goulão, Mª F. (2009). Metacognition, Learning Styles and Distance Education. In Subhi-Yamin,T.. Excellence in Education 2008: Future Minds and Creativity. Proceedings of the Annual Conference of the International Centre for Innovation in Education (pp.224 – 232). ICIE: Ulm- Germany [Google Scholar]
- Hacker, D.J. et al (in press). Metacognition in Education: A focus on Calibration. In Dunlosky,J. & Bjork,R. (Eds.), Handbook of Memory and Metacognition (pp.1-49). Mahwah, NJ: Lawrence Erlbaum Associates. [Google Scholar]
- Leclercq, D. & Denis,B. (1995).Autoformation & Hypermédias: Qu’est-ce qu’un bon auto-apprenant ?. in Pratiques d’autoformation et d’aide à l’autoformation, Actas do Deuxième colloque européen sur l’autoformation, USTL / CUEEP, pp.155 – 161 [Google Scholar]
- Phelp,R., Ellis,A. & Hase,S (2001). The role of metacognitive and reflective learning process in developing capable computer users. In in G Kennedy, M Keppell, C McNaught & T Petrovic (eds), Meeting at the crossroads: proceedings of the 18th Annual Conference of the Australasian Society for Computers in Learning in Tertiary Education (ASCILITE) (pp. 481-490). University of Melbourne, Vic., 9-12 December, Biomedical Multimedia Unit, University of Melbourne, Melbourne, Vic. [Google Scholar]
- Winne,P.H. & Nesbit,J.C.(2009). Supporting Self-Regulated Learning with Cognitive Tools. In Hacker, D., Dunlosky,J. & Graesser, A. (Eds). Handbook of Metacognition in Education (pp.259-277). New Yok: Routledge [Google Scholar]
- Zimmerman (2000). Attaining self-regulation: A social cognitive perspective. In Boekaerts,M.; Pintrich, P.R. & Zinder, M. (Eds) (2000). Handbook of Sel-Regulation (pp.13-29). San Diego, CA:Academic Press [Google Scholar]
- Zimmerman, B. (1998). Academic studying and the development of personal skill: a self-regulatory perspective. Educational Psychologist, 33(2/3), 73-86 [Google Scholar]
