CONCEPT OF METACOGNITIVE ONLINE DISCUSSION MODEL FOR ONLINE TEACHING TO ENHANCE STUDENTS' ENGAGEMENT AND MASTERY DURING CORONAVIRUS OUTBREAKS.

Inhalt

Autor/Urheber	Bakar, Mohamad Ariffin Abu; Norulhuda Ismail
Institution	Readers Insight Publisher
Titel	CONCEPT OF METACOGNITIVE ONLINE DISCUSSION MODEL FOR ONLINE TEACHING TO ENHANCE STUDENTS' ENGAGEMENT AND MASTERY DURING CORONAVIRUS OUTBREAKS.
Quelle	In: doi:10.31580/apss.v6i1.1248; Asia Proceedings of Social Sciences; Vol 6 No 1 (2020): FEBRUARY 2020; 61-64 ; 2663-6638 ; 2663-662X(2020) PDF als Volltext kostenfreie Datei
Sprache	englisch
Dokumenttyp	online; Zeitschriftenaufsatz
DOI	10.31580/apss.v6i1.1248
Schlagwörter	Online teaching; metacognitive regulation; students' mastery; engagement; outbreaks
Abstract	This concept paper discusses the design and development of metacognitive online discussion learning models to create active learning and ensure that students master mathematics contents during outbreaks online teaching sessions. The model aims to provide teachers with guidance and reference to produce a simple and effective online teaching to address the problems limitations of internet networks, applications, equipment and motivations of teachers and students during outbreaks. In addition to maintaining motivation, engagement, fun and effective to the students' mastery of mathematics concepts. This model is an integration of elements from Anderson's (2002) metacognitive learning strategy model, common active learning criteria proposed by Bonwell & Eison (1991) and online motivated instructional design, ARCS Model (Keller, 1987).
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