An Exploration of Metacognition in Asynchronous Student-Led Discussions: A Qualitative Inquiry

Autor/inn/en	Snyder, Martha M.; Dringus, Laurie P.
Titel	An Exploration of Metacognition in Asynchronous Student-Led Discussions: A Qualitative Inquiry
Quelle	In: Journal of Asynchronous Learning Networks, 18 (2014) 2, (19 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1939-5256
Schlagwörter	Metacognition; Asynchronous Communication; Discussion (Teaching Technique); Qualitative Research; Inquiry; Online Courses; Electronic Learning; Communities of Practice; Relevance (Education); Student Attitudes; Student Experience; Learning Activities; Masters Programs; Questionnaires; Transcripts (Written Records); Student Leadership; Leadership Role; Facilitators (Individuals); Leadership Responsibility; Student Participation; Program Design; Phenomenology + Suchen Sie Ihr Suchwort? Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Qualitative Forschung; Online course; Online-Kurs; Community; Relevance; Relevanz; Schülerverhalten; Studienerfahrung; Lernaktivität; Magister course; Magisterstudiengang; Fragebogen; Studentenwerk; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Programme design; Programmaufbau; Programmplanung; Phenomenological psychology; Phänomenologie; Psychologie
Abstract	Research is limited on how metacognition is facilitated and manifested in socially situated online learning environments such as online discussion forums. We approached metacognition as the phenomenon of interest partly through a methodological objective to evaluate the relevance of a metacognition construct and partly through a content objective to study student-led facilitation of discussions as a strategy in promoting metacognition. Results revealed that the metacognition construct was useful in helping us understand and organize the data and student-led online discussions can be an effective strategy for helping students develop dimensions of metacognition including knowledge, monitoring, and regulation. However, in order for students to use these skills effectively, instruction, motivation, and guidance are needed particularly related to regulation of metacognition and co-construction of meaning. (As Provided).
Anmerkungen	Online Learning Consortium. P.O. Box 1238, Newburyport, MA 01950. Tel: 888-898-6209; Fax: 888-898-6209; e-mail: publisher@onlinelearning-c.org; Web site: http://onlinelearningconsortium.org/publications/jaln_main
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10