A Framework for Identifying and Promoting Metacognitive Knowledge and Control in Online Discussants

Autor/in	Murphy, Elizabeth
Titel	A Framework for Identifying and Promoting Metacognitive Knowledge and Control in Online Discussants
Quelle	In: Canadian Journal of Learning and Technology, 34 (2008) 2, (21 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1499-6677
Schlagwörter	Metacognition; Computer Mediated Communication; Instructional Design; Computer Assisted Instruction; Instructional Effectiveness; Scoring; Guidelines; Models; Student Participation; Prompting; Learning Strategies; Group Discussion + Suchen Sie Ihr Suchwort? Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Computerkonferenz; Lesson concept; Lessonplan; Unterrichtsentwurf; Computer based training; Computerunterstützter Unterricht; Unterrichtserfolg; Bewertung; Richtlinien; Analogiemodell; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Benutzerführung; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Gruppendiskussion
Abstract	The effectiveness of computer-based learning environments depends on learners' deployment of metacognitive and self-regulatory processes. Analysis of transmitted messages in a context of Computer Mediated Communication can provide a source of information on metacognitive activity. However, existing models or frameworks (e.g., Henri, 1992) that support the identification and assessment of metacognition have been described as subjective, lacking in clear criteria, and unreliable in contexts of scoring. This paper develops a framework that might be used by researchers analysing transcripts of discussions for evidence of engagement in metacognition, by instructors assessing learners' participation in online discussions or by designers setting up metacognitive experiences for learners. (As Provided).
Anmerkungen	Canadian Network for Innovation in Education. 260 Dalhousie Street Suite 204, Ottawa, ON K1N 7E4, Canada. Tel: 613-241-0018; Fax: 613-241-0019; e-mail: cnie-rcie@cnie-rcie.ca; Web site: http://www.cjlt.ca
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01