Psycholinguistic competence as a correlate of the development of metacognitive activity of students

Purpose – The purpose of this paper is to present a brief exposure to the development of the threshold concepts framework (TCF), the intention being to illuminate for interested readers a broader landscape of research activity than that perhaps conveyed by the individual contributions to this special edition. Design/methodology/approach – There is first an account of how the notion of a “threshold concept” was presented by Meyer and Land in their seminal 2003 paper, and a clarification of some terminology used by them at that time to describe the (confusing for some) “characteristics” of such a concept. A discursive account, with examples, follows on how analyses for, and of, threshold concepts might proceed, and how findings might provoke a reappraisal of associated learning and teaching practices. Towards this end a contemporary pedagogical perspective is introduced based on the construct of integrated threshold concept knowledge (ITCK) as proposed by Meyer and Timmermans (2016). Reference to a detailed case study illustrates the practical dynamics of generating ITCK; specifically in the context of a third-year engineering course embedding the threshold of “critical flow”. Activities and processes, transferable to other discipline contexts, are described that yield particular elements of ITCK (different constituent “types of knowledge”) in relation, in this case, to “critical flow”. A final consideration is the “representation” of “critical flow” for pedagogical purposes in the form of a metacognitive activity for learning and formative assessment purposes that is, again, adaptable to other discipline contexts. Findings – There are no specific findings in this paper as its purpose is to provide a condensed review of the development of the TCF. Originality/value – This value of this paper is that it provides a contemporary expert exposure to the development of the TCF by the originator of the notion of a threshold concept.

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A framework for identifying and promoting metacognitive knowledge and control in online discussants

Canadian Journal of Learning and Technology / La revue canadienne de l’apprentissage et de la technologie ◽

10.21432/t2sw2v ◽

2009 ◽

Vol 34 (2) ◽

Author(s):

Elizabeth Murphy

Keyword(s):

Computer Mediated Communication ◽

Online Discussions ◽

Mediated Communication ◽

Computer Based Learning ◽

Regulatory Processes ◽

Computer Mediated ◽

Computer Based ◽

Metacognitive Activity ◽

And Control ◽

Source Of Information

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. Résumé : L’efficacité des environnements d’apprentissage assistés par ordinateur repose sur l’utilisation de processus de métacognition et d’autorégulation par les apprenants. L’analyse de messages transmis dans un contexte de communication assistée par ordinateur peut constituer une source d’information sur l’activité métacognitive. Cependant, les modèles et cadres existants (p. ex. Henri, 1992) qui permettent la reconnaissance et l’évaluation de la métacognition ont été décrits comme subjectifs, dépourvus de critères clairs et peu fiables dans des contextes de notation. Cet article décrit un cadre qui pourrait être utilisé par les chercheurs qui analysent les transcriptions de discussions à la recherche de preuves d’engagement métacognitif, par les instructeurs qui procèdent à l’évaluation de la participation des apprenants à des discussions en ligne ou par les concepteurs qui élaborent des expériences métacognitives pour les apprenants.

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Technology, trainees, metacognitive activity and e‐learning effectiveness

Journal of Managerial Psychology ◽

10.1108/02683940910974125 ◽

2009 ◽

Vol 24 (6) ◽

pp. 545-566 ◽

Cited By ~ 40

Author(s):

Richard D. Johnson ◽

Hal Gueutal ◽

Cecilia M. Falbe

Keyword(s):

Learning Effectiveness ◽

E Learning ◽

Metacognitive Activity

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Relationships of goal orientation, metacognitive activity, and practice strategies with learning outcomes and transfer.

Journal of Applied Psychology ◽

10.1037/0021-9010.83.2.218 ◽

1998 ◽

Vol 83 (2) ◽

pp. 218-233 ◽

Cited By ~ 325

Author(s):

J. Kevin Ford ◽

Eleanor M. Smith ◽

Daniel A. Weissbein ◽

Stanley M. Gully ◽

Eduardo Salas

Keyword(s):

Goal Orientation ◽

Learning Outcomes ◽

Metacognitive Activity

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Metacognitive Activity Scale

PsycTESTS Dataset ◽

10.1037/t19315-000 ◽

2003 ◽

Author(s):

Aaron M. Schmidt ◽

J. Kevin Ford

Keyword(s):

Activity Scale ◽

Metacognitive Activity

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Scaffolding student self-reflection in translator training

Translation and Interpreting Studies ◽

10.1075/tis.18029.pie ◽

2019 ◽

Vol 14 (3) ◽

pp. 416-436

Author(s):

Paulina Pietrzak

Keyword(s):

Reflective Practice ◽

Teaching Methods ◽

Exploratory Study ◽

Student Perspectives ◽

Student Expectations ◽

Self Reflection ◽

Translator Training ◽

Metacognitive Activity

Abstract This article advocates for structured self-reflection as a means to scaffold learning in translator training. Metacognitive activity in translator training requires students to actively regulate their own process of both translating and learning to become a translator. Therefore, the nature and typology of (self-)reflection is examined as are tools that offer students structured opportunities to analyze and evaluate their own learning. Given that additional (self-)reflection in the translation classroom requires trainers to alter their teaching methods, this article also examines how their role in training changes as a result of its inclusion. An exploratory study on translation students’ prospective and retrospective self-reflection is described with student perspectives on the same translation task compared. Student expectations prior to translation are examined both pre- and post-task, emphasizing what students and teachers learn from reflective practice.

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