Metacognition and Reflectivity in Computer-Based Learning Environments: A Case Study of Five K–12 Teachers

• In Event: 63.085 - Poster Session 13
  In Poster Session: 63.085-5 - Poster Session: Faculty, Curriculum, and Teaching

Abstract

This qualitative case study inquires into the reflective and metacognitive strategies graduate students utilize in an online environment The researchers sought to understand how graduate students identified and employed these strategies as they navigated their online coursework. Focus group findings indicate that computer-based learning environments, by their very nature, require students to demonstrate self-regulated learning. The computer-based learning environment and the importance of interactive reflective activities in computer-based learning environments played an important role. The instructor’s role was significant in establishing a computer-based learning environment that enabled students to develop self-regulated learning skills. Participants mentioned instructional strategies such as checkpoints, checklists, and outlines that helped them break down large projects into manageable tasks and keep them on target with deadlines.

Authors

• Sammy A. Elzarka, University of La Verne

• Nancy T. Walker, University of La Verne

• Jessica C. Decker, University of Southern California

• Valerie Beltran, University of La Verne

• Mark Matzaganian, University of La Verne