An examination of undergraduates’ metacognitive strategies in pre-class asynchronous activity in a flipped classroom

An examination of undergraduates’ metacognitive strategies in pre-class asynchronous activity... The aim of the study is to examine undergraduate students’ awareness of metacognition, the metacognitive strategies they use in their learning and their learning performance in pre-class asynchronous activity in a flipped classroom. The sample consisted of 47 undergraduate students. Eleven students were not included in this study since they did not participate in all quizzes and most of the metacognitive strategy activities. Metacognitive Awareness Inventory and Metacognitive Strategies Evaluation Activities were used as data collection tools. The results showed that Computer Education and Instructional Technology students’ metacognitive awareness was at a high level and their metacognitive strategy levels and learning performances differed weekly. Post hoc results indicated no difference between metacognitive strategy and learning performance in the first three weeks. However, the results of the first 3 weeks differed from those of the 4th and 5th weeks. In addition, our regression analysis result indicated that using metacognitive strategies predicted 80% of students’ learning performance. This rate shows the importance of using metacognitive strategies for the learning process in pre-class asynchronous activity in the flipped classroom. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Educational Technology Research and Development Springer Journals

An examination of undergraduates’ metacognitive strategies in pre-class asynchronous activity in a flipped classroom

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Publisher
Springer US
Copyright
Copyright © 2017 by Association for Educational Communications and Technology
Subject
Education; Educational Technology; Learning and Instruction
ISSN
1042-1629
eISSN
1556-6501
D.O.I.
10.1007/s11423-017-9534-1
Publisher site
See Article on Publisher Site

Abstract

The aim of the study is to examine undergraduate students’ awareness of metacognition, the metacognitive strategies they use in their learning and their learning performance in pre-class asynchronous activity in a flipped classroom. The sample consisted of 47 undergraduate students. Eleven students were not included in this study since they did not participate in all quizzes and most of the metacognitive strategy activities. Metacognitive Awareness Inventory and Metacognitive Strategies Evaluation Activities were used as data collection tools. The results showed that Computer Education and Instructional Technology students’ metacognitive awareness was at a high level and their metacognitive strategy levels and learning performances differed weekly. Post hoc results indicated no difference between metacognitive strategy and learning performance in the first three weeks. However, the results of the first 3 weeks differed from those of the 4th and 5th weeks. In addition, our regression analysis result indicated that using metacognitive strategies predicted 80% of students’ learning performance. This rate shows the importance of using metacognitive strategies for the learning process in pre-class asynchronous activity in the flipped classroom.

Journal

Educational Technology Research and DevelopmentSpringer Journals

Published: Jul 21, 2017

References

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