Impact of metacognitive awareness on learning in technology enhanced learning environments

With the advent of internet technologies and the closer integration of mobile and ubiquitous devices, learning and teaching has changed the way we view the learning process. Indisputably, there are many ways of using technology to support students’ learning which enables them to manage the pace, time and place of their learning. Technology enhanced learning (TEL) can place students at the centre of the learning process, but this means that students need to take more responsibility for their learning. The literature refers to this as self-directed and self-regulated learning (Liu, Gomez, Khan and Yen, 2007; Nicol, 2006). Students can take more control over their learning and develop leadership of their own ‘learning curve’. Self-directed learning includes management of the learning materials, monitoring learning progress and regulating cognitive learning styles. However, this requires students to develop metacognitive strategies so they can identify their own learning styles in the appropriate formal and informal learning situations. This paper aims to investigate the impact of students’ metacognitive awareness on their learning outcomes within technology enhanced learning environments and concludes that the design of a TEL environment and the development of students’ metacognitive skills have a direct bearing on learning performance

THE DEVELOPMENT OF A QUESTIONNAIRE ON METACOGNITION FOR STUDENTS IN SECONDARY SCHOOL

Interest in the role of metacognition has been steadily rising in most forms of education. The present paper focuses on the construction of a questionnaire for measuring metacognitive knowledge, metacognitive regulation and metacognitive responsiveness among Secondary school students and the subsequent process of testing to determine its validity. The questionnaire was administered to 4119 students, (230 school classes) in various types of schools in Palermo, Italy. The general aim of the study was to reveal the effects of teaching specific learning strategies to students on their metacognitive knowledge, their use of metacognitive skills, and their success. The data gathered were analyzed by means of a generalization study and a decision study

Assessing Metacomprehension and Metacognitive Reading Strategies

The aim of the study was to establish the similarities and differences among existing instruments for measuring metacognition, in particular the awareness of reading comprehension and further to construct an original instrument for measuring features of metacognition, henceforth referred to as the Metacomprehension and Metacognitive Reading Strategies (M&MRS) Inventory. The M&MRS Inventory was distributed to 115 students at University of Palermo. The results revealed a good reliabilit

The Icing on the Communication: Text or Video?

Learning is lifelong, life-wide and life-deep (Tal & Dierking, 2014) and whilst science is everywhere, opportunities for scientific learning are missed every day. However, when it comes to learning, the learner must be intrinsically motivated and interested in the subject matter to result in information gain. The present thesis focuses on learning through the typical home activity of baking. Participants were randomly assigned a recipe for either chocolate brownies or chocolate chip cookies and the recipe was either displayed in a typical written format or a video format. Related science knowledge and concepts were incorporated throughout the recipes, explaining the ingredients and the baking process. A sample of 100 participants from a North American population were tested on recall of science facts presented within the recipes and answered 28 Likert-style questions to determine engagement with the given media format. The results indicated that following baking instructions from a science baking recipe in video format was beneficial to science knowledge gain. For engagement scores, however, the results revealed no significant effect of media format. These findings imply that video formatting of an instructional home activity may be more beneficial for science knowledge transfer than a written text format