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Article
An exploration of metacognition in asynchronous student-led discussions: A qualitative inquiry
Journal of Asynchronous Learning Networks
  • Martha M. Snyder, Nova Southeastern University
  • Laurie P. Dringus, Nova Southeastern University
Document Type
Article
Date
7-1-2014
ISSN or ISBN
1092-8235
Disciplines
Description
Research is limited on how metacognition is facilitated and manifested in socially situated online learning environments such as online discussion forums. We approached metacognition as the phenomenon of interest partly through a methodological objective to evaluate the relevance of a metacognition construct and partly through a content objective to study student-led facilitation of discussions as a strategy in promoting metacognition. Results revealed that the metacognition construct was useful in helping us understand and organize the data and student-led online discussions can be an effective strategy for helping students develop dimensions of metacognition including knowledge, monitoring, and regulation. However, in order for students to use these skills effectively, instruction, motivation, and guidance are needed particularly related to regulation of metacognition and co-construction of meaning.
Citation Information
Martha M. Snyder and Laurie P. Dringus. "An exploration of metacognition in asynchronous student-led discussions: A qualitative inquiry" Journal of Asynchronous Learning Networks Vol. 18 Iss. 2 (2014) p. 29 - 48
Available at: http://works.bepress.com/martha_snyder/21/