Providing cognitive and metacognitive awareness information to support regulation in individual and collaborative learning settings.

Autor/in	Schnaubert, Lenka
Titel	Providing cognitive and metacognitive awareness information to support regulation in individual and collaborative learning settings.
Quelle	Duisburg; Essen: Universität Duisburg-Essen (2019), 210 S. in verschiedenen Zählungen PDF als Volltext kostenfreie Datei (1); PDF als Volltext kostenfreie Datei (2); PDF als Volltext kostenfreie Datei (3) Link als defekt meldenVerfügbarkeit Dissertation, Universität Duisburg-Essen, 2019.
Sprache	englisch
Dokumenttyp	online; Monographie
DOI	10.17185/duepublico/70041
URN	urn:nbn:de:hbz:464-20190322-092749-0
Schlagwörter	Achtsamkeit; Metakognition; Wahrnehmung; Dissertation; Bewusstheit
Abstract	Contemporary research fields in educational psychology include research on self-regulated learning and (computer-supported) collaborative learning. While both have different research traditions, they have in common that learners have to make important decisions about their learning processes. From a metacognitive self-regulation perspective, learners have to monitor their own knowledge and cognitions to make adequate control decisions. From a collaborative learning perspective, learners additionally have to monitor each other´s knowledge and cognitions to structure and coordinate their learning process together. Knowledge related group awareness tools are designed to assess, transform and visualise such data to guide collaborative learning processes. This dissertation aims at integrating both research traditions by (a) adopting awareness mechanisms in individual settings to foster metacognitive self-regulation and by (b) using a metacognition framework to systematically distinguish different types of knowledge-related group awareness information and analyse how they affect regulatory processes and learning outcomes. In a series of four empirical studies, these issues were investigated. The first two studies were conducted in individual settings and analysed the impact of assessing and providing metacognitive self-information (study 1) and cognitive and metacognitive partner information (study 2) on regulatory processes and learning outcomes. The second two studies were conducted in dyadic learning settings and analysed the impact of cognitive and metacognitive group awareness information on regulatory processes and learning outcomes (study 3) with an additional focus on the dyadic data structure (study 4). The results of these studies consistently show that providing cognitive and metacognitive awareness information supports regulatory processes in both individual and collaborative settings. Moreover, learners seem to integrate available cognitive and metacognitive self-, partner and group information when making study decisions. This seems to affect the learners´ confidence in their knowledge, but not knowledge gain itself. However, especially metacognitive awareness information seems to interfere with the dyadic data structure. The research conducted yields various relevant implications for research and practice and shows how metacognition research and group awareness research can complement each other to analyse and foster learning within individual and collaborative learning settings. (Orig.).
Erfasst von	Deutsche Nationalbibliothek, Frankfurt am Main
Update	2019/4