Metacognition for Enhancing Online 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.

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Online and other ICT-based Training Tools for Problem-solving Skills

International Journal of Emerging Technologies in Learning (iJET) ◽

10.3991/ijet.v11i06.5340 ◽

2016 ◽

Vol 11 (06) ◽

pp. 35

Author(s):

Athanasios Drigas ◽

Maria Karyotaki

Keyword(s):

Problem Solving ◽

Learning Environments ◽

Cognitive Processes ◽

Metacognitive Skills ◽

Dynamic Learning ◽

Self Monitoring ◽

Problem Solving Skills ◽

Social Dynamic ◽

Key Factor ◽

Real World Learning

Problem-solving requires creative skills, critical thinking as well the ability to implement ideas and theories in practical ways. Moreover, interactive and self-managed problem-solving experiences promote students’ motivation as expressed through the developmental progression of learners’ metacognitive skills, such as self-monitoring and self-reinforcement. Effective learning based on constructivist didactics, encompassing self-organized learning in combination with active and creative problem-solving in collaborative settings, advances students’ concomitant cognitive and meta-cognitive processes. Hence, students’ co-construction of knowledge embodied in social dynamic learning environments, such as school-based tasks leverage the semantic relationships rising from exercising, verifying and testing of knowledge through information sharing and discussion. Future studies should focus on designing interactive, adaptable, ill-defined, real-world learning environments to elicit students’ cognitive and meta-cognitive processes as a key factor for the effective training of problem-solving skills.

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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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Using students' perceptions of participation in collaborative learning activities in the design of online learning environments

Education for Information ◽

10.3233/efi-2001-19201 ◽

2001 ◽

Vol 19 (2) ◽

pp. 83-106 ◽

Cited By ~ 19

Author(s):

Georgia Zafeiriou ◽

José Miguel Baptista Nunes ◽

Nigel Ford

Keyword(s):

Online Learning ◽

Collaborative Learning ◽

Learning Environments ◽

Learning Activities ◽

Online Learning Environments

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Designing Learning in Social Online Learning Environments

The Social Classroom - Advances in Educational Technologies and Instructional Design ◽

10.4018/978-1-4666-4904-0.ch003 ◽

2014 ◽

pp. 40-61 ◽

Cited By ~ 1

Author(s):

Philip Bonanno

Keyword(s):

Social Media ◽

Online Learning ◽

Learning Environments ◽

Information Exchange ◽

Learning Activity ◽

Formal Learning ◽

Metacognitive Skills ◽

Online Learning Environments ◽

Use Of Social Media ◽

Instructional Experience

The widespread use of social media challenges educators to reflect about their pedagogical potential in promoting both informal and formal learning. A brief review of the literature points to the major pitfalls on a social level of learning management systems and on the strengths of social media in promoting information exchange and interaction. This chapter shows how social networks can be integrated in formal learning through a learning design approach. A connectivist process-oriented pedagogical model, comprising dimensions and levels of interactions, is proposed to guide the design of learning activities in terms of interactions throughout the domain, technology, and community dimensions. Using Edmodo as an example of a Social Online Learning Environment, templates are used to design a domain-oriented instructional experience, a collaborative learning activity and a contributory learning activity. Besides the experiential component, each of these activities includes a metacognitive component to promote a reflective attitude and the necessary personal and collective metacognitive skills when using online learning environments.

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Designing Learning in Social Online Learning Environments

Online Course Management ◽

10.4018/978-1-5225-5472-1.ch033 ◽

2018 ◽

pp. 608-629

Author(s):

Philip Bonanno

Keyword(s):

Social Media ◽

Online Learning ◽

Learning Environments ◽

Information Exchange ◽

Learning Activity ◽

Formal Learning ◽

Metacognitive Skills ◽

Online Learning Environments ◽

Use Of Social Media ◽

Instructional Experience

The widespread use of social media challenges educators to reflect about their pedagogical potential in promoting both informal and formal learning. A brief review of the literature points to the major pitfalls on a social level of learning management systems and on the strengths of social media in promoting information exchange and interaction. This chapter shows how social networks can be integrated in formal learning through a learning design approach. A connectivist process-oriented pedagogical model, comprising dimensions and levels of interactions, is proposed to guide the design of learning activities in terms of interactions throughout the domain, technology, and community dimensions. Using Edmodo as an example of a Social Online Learning Environment, templates are used to design a domain-oriented instructional experience, a collaborative learning activity and a contributory learning activity. Besides the experiential component, each of these activities includes a metacognitive component to promote a reflective attitude and the necessary personal and collective metacognitive skills when using online learning environments.

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Open Education and Bildung: Ideas, Assumptions, and Their Vigour to Transform Higher Education

Medienbildung im Spannungsfeld medienpädagogischer Leitbegriffe - MedienPädagogik: Zeitschrift für Theorie und Praxis der Medienbildung ◽

10.21240/mpaed/24/2014.09.15.x ◽

2014 ◽

Vol 24 (Educational Media Ecologies) ◽

pp. 94-113

Author(s):

Markus Deimann

Keyword(s):

Higher Education ◽

Online Learning ◽

Social Network ◽

Learning Environments ◽

Digital Technologies ◽

Learning Activities ◽

Learning Theories ◽

Open Education ◽

Online Learning Environments ◽

E Learning

We are witnessing tremendous changes and transformations in learning and education due to the advancement of digital technologies. This pertains not only to various forms of e-learning but also to more recent sorts of open online learning environments such as MOOCs or P2P-University. As Bell (2011) has argued, learning theories fall short of explaining change in learning activities as these theories do not consider the complexity of technology, social network, and individual activities. Therefore, this paper revisits the German concept of Bildung (Formation) to get a better understanding of the ongoing changes in learning environments, especially in informal Higher Education.

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