Elementary teachers’ cognitive processes and metacognitive strategies during self-directed online learning

Abstract: Pandemic Covid-19 made government implemented the regulation of education that learning process only conduct by distance education, thus one of the method in this programme was by online learning. The objective of this research was to digging information about the online learning process by elementary teachers. Using the descriptive qualitative method with subjects of 37 teachers in Bogor City. Data was collected by survey with 2 type of questions (open and closed questions). The results shows, that before pandemic Covid-19 the implementation of online learning in elementary schools were very low, but after pandemic the readiness of teachers regarding the goverment regulation is well accomodated even though teachers still have shortcoming with the authenticity of learning outcomes from assignments. Furthermore, teachers still cannot fully conduct evaluation by online assessment particularly to evaluate the affective and social aspects. Keywords: elementary school, instructional, online, implementation

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Metacognition for Enhancing Online Learning

Technology Enhanced Learning ◽

10.4018/978-1-59904-600-6.ch006 ◽

2008 ◽

pp. 135-153 ◽

Cited By ~ 1

Author(s):

Giuseppe Chiazzese ◽

Antonella Chifari ◽

Gianluca Merlo ◽

Simona Ottaviano ◽

Luciano Seta

Keyword(s):

Online Learning ◽

Learning Environments ◽

Cognitive Processes ◽

Executive Control ◽

Learning Activities ◽

Comprehension Strategies ◽

Metacognitive Skills ◽

Technological Learning

The existing research in the field of traditional didactics shows that students who have good metacognitive skills often achieve better scholastic results. Therefore, it seems that students who are aware of their cognitive processes and are able to self-monitor their learning activities tackle didactic tasks with greater success. The chapter presents an analysis of studies regarding applications of metacognition within technological learning environments which have been implemented in the last few years, and this is followed by a description of the features of the Gym2learn system. This system aims to reveal self-regulating processes and guide the student in acquiring all the steps of the executive control of some important comprehension strategies for understanding hypertexts.

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Remembering and noticing

Spanish in Context ◽

10.1075/sic.13.2.03vaz ◽

2016 ◽

Vol 13 (2) ◽

pp. 212-236 ◽

Cited By ~ 2

Author(s):

Ariel Vázquez Carranza

Keyword(s):

Conversation Analysis ◽

Cognitive Processes ◽

Cognitive Process ◽

Metacognitive Strategies ◽

Mexican Spanish ◽

Change Of State

The present investigation uses the methodology of Conversation Analysis to study the particle ah in Mexican Spanish interactions. It looks at ah as a change-of-state token in remembering and noticing sequences. Similar to previous studies (e.g., Edwards and Middleton 1986; Goodwin 1987; and Drew 1989), this investigation aims to show how cognitive processes are socially organised in interaction. Three types of remembering sequences are identified and described: assisted, metacognitive, and spontaneous remembering. It is suggested that in these type of sequences, ah marks the end of the cognitive process which is completed either with external help or with metacognitive strategies. In noticing formulations, ah marks the realisation of something, it prefaces a noticing formulation which may work as a topic initiator or it may initiate the closing of a sequence. A noticing formulation may also work as an account of action.

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A Cognitive Curriculum

Assessing and Measuring Statistics Cognition in Higher Education Online Environments - Advances in Higher Education and Professional Development ◽

10.4018/978-1-5225-2420-5.ch004 ◽

2017 ◽

pp. 96-143

Keyword(s):

Online Learning ◽

Learning Environments ◽

Cognitive Processes ◽

Learning Objectives ◽

Macro Level ◽

Online Learning Environments ◽

Statistics Course ◽

Micro Level

This chapter provides a discussion of developing a curriculum for a modern statistics course which aims to improve statistics cognition. We begin by examining micro-level curricular considerations, such as designing learning objectives and assessments which can allow transfer of cognitive processes. Then, we discuss the implications of macro-level curricular considerations, such as tracking, and the need to search for a mismatch between the learner and their environment. Collectively, we argue that such practices allow educators to develop a cognitive curriculum. We conclude the chapter with a discussion of how online learning environments inherently lend themselves to a cognitive curriculum and provide numerous benefits for the educator and learner.

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Metacognition for Enhancing Online Learning

Web-Based Education ◽

10.4018/978-1-61520-963-7.ch103 ◽

2010 ◽

pp. 1518-1530

Author(s):

Giuseppe Chiazzese ◽

Antonella Chifari ◽

Gianluca Merlo ◽

Simona Ottaviano ◽

Luciano Seta

Keyword(s):

Online Learning ◽

Learning Environments ◽

Cognitive Processes ◽

Executive Control ◽

Learning Activities ◽

Comprehension Strategies ◽

Metacognitive Skills ◽

Technological Learning

The existing research in the field of traditional didactics shows that students who have good metacognitive skills often achieve better scholastic results. Therefore, it seems that students who are aware of their cognitive processes and are able to self-monitor their learning activities tackle didactic tasks with greater success. The chapter presents an analysis of studies regarding applications ofmetacognition within technological learning environments which have been implemented in the last few years, and this is followed by a description of the features of the Gym2learn system. This system aims to reveal self-regulating processes and guide the student in acquiring all the steps of the executive control of some important comprehension strategies for understanding hypertexts.

Download Full-text