Metacognition in Learning

Metacognition skills have been proven to have a positive relationship with learning. The strength of metacognition relies heavily on self-efficacy where a student understands his/her learning style, and the ability to use information gathered and align it with his/her learning style. In addition, knowing what you know and how you know it as a student plays a huge role in knowing what you do not know and linking it with what is close or relevant to it, that you know. It is about having skills and knowledge that empowers you to be an independent learner. Literature on classroom practices show a number of short-comings in diverse areas such as poor teacher knowledge, overcrowded classrooms, and lack of resources for learning. An independent student will strive under such an environment by studying independently, searching for resources, and finding multimodal ways of learning. It is also important to note that naturally, human beings are curious and want to learn in order to conquer their world. Hence, Piaget's work of intellectual autonomy cannot be ignored when exploring metacognition. If learning experiences were ideal and developmental, they would be no need to nurture metacognition. Unfortunately, the education systems remove students' curiosity by bringing fake environments into learning that impede creation and imagination. This book emphasises the power of metacognition at different levels of learning. It can be seen as a parallel intervention approach, with expanded knowledge on how to extend existing skills for young children, which is a pre-intervention. Authors in this book bring diverse viewpoints from diverse fields on how to nurture metacognition, thus giving the reader an opportunity to borrow strategies from other fields. This contribution is a mixture of empirical contributions and opinion pieces informed by review of literature

Retrieval-, Distributed-, and Interleaved Practice in the Classroom:A Systematic Review

Three of the most effective learning strategies identified are retrieval practice, distributed practice, and interleaved practice, also referred to as desirable difficulties. However, it is yet unknown to what extent these three practices foster learning in primary and secondary education classrooms (as opposed to the laboratory and/or tertiary education classrooms, where most research is conducted) and whether these strategies affect different students differently. To address these gaps, we conducted a systematic review. Initial and detailed screening of 869 documents found in a threefold search resulted in a pool of 29 journal articles published from 2006 through June 2020. Seventy-five effect sizes nested in 47 experiments nested in 29 documents were included in the review. Retrieval- and interleaved practice appeared to benefit students’ learning outcomes quite consistently; distributed practice less so. Furthermore, only cognitive Student*Task characteristics (i.e., features of the student’s cognition regarding the task, such as initial success) appeared to be significant moderators. We conclude that future research further conceptualising and operationalising initial effort is required, as is a differentiated approach to implementing desirable difficulties

Social Metacognition in Dyadic Learning

Über alle Bildungsinstitutionen hinweg und fächerübergreifend ist eine didaktische Form der Wissensvermittlung kaum noch wegzudenken: kooperatives Lernen. Während die Effektivität dieser Lernform unter bestimmten Randbedingungen festgestellt werden konnte, ist die Frage nach der Effizienz bisher nur nachrangig behandelt worden. Für eine effiziente Kooperation beim Lernen ist das Bewusstsein der Lernenden für ihr eigenes Wissen, als auch für das Wissen ihrer Lernpartner von essentieller Bedeutung. In einem ersten Schritt wird aus diesem Grund ein Modell vorgestellt, das die individuell-kognitiven Prozesse eines Lerners in dyadische Lernsituationen adressiert. Das Modell postuliert, dass je akkurater Lerner ihr eigenes Wissen, das Partnerwissen wie auch Unterschiede zwischen den Wissensständen einschätzen können, desto größer die Genauigkeit nur für die Lernelemente Erklärungen bereitzustellen, für die der Partner diese benötigt, und nur für die Lernelemente Erklärungen zu erfragen, für die der Lerner diese benötigt. In einem zweiten Schritt wird ein Studienprogramm von drei empirischen Studien vorgestellt, die durchgeführt wurden, um insbesondere die Akkuratheit der Einschätzung, als auch die Akkuratheit des Austauschs von Erklärungen zu untersuchen. Es zeigte sich erstens, dass Studienteilnehmer vor einer Kooperation die Intention haben, Erklärungen auf der Grundlage der eigenen Selbsteinschätzung anzubieten, während ihre Erwartungen Erklärungen zu erhalten allein von der Höhe der Partnereinschätzung abhing. Zweitens zeigte sich, dass Lernende mit einer hohen Selbsteinschätzung eine bessere Fähigkeit besaßen, gut- und schlecht-verstandene Lernelemente zu unterscheiden (hohe Akkuratheit der Selbsteinschätzung). Dies führte während einer Kooperation zu einer effizienteren Hilfestellung für Partner mit niedrigen Selbsteinschätzungen (hohe Akkuratheit der Bereitstellung von Erklärungen). Drittens zeigten alle Lernenden eine geringe Akkuratheit bei der Selbsteinschätzung, aber eine hohe Akkuratheit bei der Partnereinschätzung nach der Zusammenarbeit. Dabei zeigte sich, dass Lernende stark von ihrer eigenen Selbsteinschätzung beeinflusst sind, wenn sie das Partnerwissen nach der Zusammenarbeit beurteilen sollten. Zusammengenommen tragen die Ergebnisse zu einem besseren Verständnis der Effizienz in Lernpaaren bei. Das kognitive Modell konnte sich als erster Ansatz bewähren und kognitive Mechanismen in Bezug auf die Akkuratheit der Einschätzungen und des Austauschs von Erklärungen darlegen

Metacognition in Language Learning and Teaching

This volume offers an exhaustive look at the latest research on metacognition in language learning and teaching. While other works have explored certain notions of metacognition in language learning and teaching, this book, divided into theoretical and empirical chapters, looks at metacognition from a variety of perspectives, including metalinguistic and multilingual awareness and language learning and teaching in L2 and L3 settings, and explores a range of studies from around the world. This allows the volume to highlight a diverse set of methodological approaches, including blogging, screen recording software, automatic translation programs, language corpora, classroom interventions and interviews and, subsequently, to demonstrate the value of metacognition research and how insights from such findings can contribute to a greater understanding of language learning and language teaching processes more generally. This innovative collection is an essential resource for students and scholars in language teaching pedagogy and applied linguistics.publishedVersio

Intertextual Connections in Text Sets: Creating Common Core Curriculum for Middle School Readers

The research question was, How can I design a curriculum unit that uses a text set to teach middle school English students to integrate knowledge and ideas as indicated by the Common Core State Standards? The capstone explores the challenges and steps to addressing the Common Core State Standards in reading, focusing especially on eighth grade standards of Integration of Knowledge and Ideas (standards seven through nine). Key influences for this capstone were Wiggins & McTighe (2005) and Cappiello & Dawes (2013). The author develops a multimedia text set unit for eighth grade students, using the short story “Flowers for Algernon” (Keyes, 1959) as its anchor text. Difficult decisions in lesson scope and text selection are part of the process of creating a text set unit. The unit will be shared online and available to other educators

Hesitance to seek assistance in certain areas of university life

The aim of this study is twofold: a) to investigate the area of least student involvement pertaining to a variety of university activities such as the use of the library, computer and information technology, writing experiences, experiences with the faculty, personal experiences, and student acquaintances, and b) investigate the differences in student involvement between faculties regarding these same university activities. Informed by the theory of student involvement, the study utilizes descriptive analysis for the level of involvement and the Kruskal-Wallis test to investigate faculty differences. This quantitative study, involving 332 students of the University of the South Pacific, identifies the relational and interactional hesitance in many measures. This included hesitance to seek assistance at the library or to seek advice from instructors on their writing. Furthermore, students are unlikely to work or socialize with a faculty member on a project or informally, and students are least likely to have serious discussions with others from a different country or political opinion. These findings have implications for positive student involvement and engagement, for student adjustment at university, and overall satisfaction with university

Modeling Student Affective State Patterns during Self-Regulated Learning in Physics Playground

This dissertation research focuses on investigating the incidence of student self-regulated learning behavior, and examines patterns in student affective states that accompany such self-regulated behavior. This dissertation leverages prediction models of student affective states in the Physics Playground educational game platform to identify common patterns in student affective states during use of self-regulated learning behavior. In Study 1, prediction models of student affective states are developed in the context of the educational game environment Physics Playground, using affective state observations and computer log data that had already been collected as part of a larger project. The performances of student affective state prediction models generated using a combination of the computer log and observational data are then compared against those of similar prediction models generated using video data collected at the same time. In Study 2, I apply these affective state prediction models to generate predictions of student affective states on a broader set of data collected from students participants playing Physics Playground. In parallel, I define aggregated behavioral features that represent the self-observation and strategic planning components of self-regulated learning. Affective state predictions are then mapped to playground level attempts that contain these self-regulated learning behavioral features, and sequential pattern mining is applied to the affective state predictions to identify the most common patterns in student emotions. Findings from Study 1 demonstrate that both video data and interaction log data can be used to predict student affective states with significant accuracy. Since the video data is a direct measure of student emotions, it shows better performance across most affective states. However, the interaction log data can be collected natively by Physics Playground and is able to be generalized more easily to other learning environments. Findings from Study 2 suggest that self-regulatory behavior is closely associated with sustained periods of engaged concentration and .self-regulated learning behaviors are associated with transitions from negative affective states (confusion, frustration, and boredom) to the positive engaged concentration state. The results of this dissertation project demonstrate the power of measuring student affective states in real time and examining the temporal relationship to self-regulated learning behavior within an unstructured educational game platform. These results thus provide a building block for future research on the real-time assessment of student emotions and its relationship with self-regulated learning behaviors, particularly within online student-centered and self-directed learning contexts

Metacognition in Language Learning and Teaching

The Open Access version of this book, available at https://www.taylorfrancis.com/books/e/9781351049139, has been made available under a Creative Commons Attribution-Non Commercial-No Derivatives 4.0 license. This volume offers an exhaustive look at the latest research on metacognition in language learning and teaching. While other works have explored certain notions of metacognition in language learning and teaching, this book, divided into theoretical and empirical chapters, looks at metacognition from a variety of perspectives, including metalinguistic and multilingual awareness, and language learning and teaching in L2 and L3 settings, and explores a range of studies from around the world. This allows the volume to highlight a diverse set of methodological approaches, including blogging, screen recording software, automatic translation programs, language corpora, classroom interventions, and interviews, and subsequently, to demonstrate the value of metacognition research and how insights from such findings can contribute to a greater understanding of language learning and language teaching processes more generally. This innovative collection is an essential resource for students and scholars in language teaching pedagogy, and applied linguistics

Psychology, Learning, Technology

This open access book constitutes the refereed proceedings of 1st International Workshop on Psychology, Learning, Technology, PLT 2022, Foggia, Italy, during January 2022. The 8 full papers presented here were carefully reviewed and selected from 23 submissions. In addition, one invited paper is also included. Psychology, Learning, ad Technology Conference (PLT2022) aims to explore learning paths that incorporate digital technologies in innovative and transformative ways and the improvement of the psychological and relational life. The conference includes topics about the methodology of application of the ICT tools in psychology and education: from blended learning to the application of artificial intelligence in education; from the teaching, learning, and assessment strategies and practices to the new frontiers on Human-Computer Interaction