Exploring Cognitive and Metacognitive Processes of Teachers in an Open-Ended Learning Environment

• In Event: Instructional Technology SIG: Explorations of Professional Development and Other Factors That Impact Teacher Learning and Technology Integration

Abstract

An Open-Ended Learning Environment (OELE) assumingly promotes high levels of cognitive and metacognitive functioning. However, current research has not yet provided direct observations on the cognitive and metacognitive functions of a teacher undertaking professional development. This study explored professional learning of teachers in an OELE. Six teachers were selected to participate in a qualitative study. Think-aloud protocols were employed to explore the thought processes of teachers in both independent and group learning. The results indicated that with the support of rich resources and social interactions, the OELE promoted learning in conceptual understanding, applicability, and authentic discernment in authentic problem-solving tasks. Suggestions were made pertaining to instructional conditions that fostered professional growth of teachers in the design of web-based, OELE instruction.

Authors

• Hui-Chen Kung Durley, University of Oklahoma

• Xun Ge, University of Oklahoma