Elementary Teachers' Cognitive Processes and Metacognitive Strategies During Self-Directed Online Learning

• In Event: Preparing K–12 Teachers WITH and FOR Online Learning

Abstract

This study involves an in-depth investigation into elementary teachers’ cognitive processes and metacognitive strategies during a self-directed online learning experience. The virtual revisit think aloud, a methodology combining a retrospective procedure with screen recording technology, was used to capture verbalizations from 13 elementary teachers as they used an online database. Resulting think aloud protocols and post-task interviews were analyzed using qualitative methods. An inductive approach to analysis led to six themes related to the cognitive processes and types of metacognitive strategies teachers use during self-directed online learning. Implications for online learning and web-based design are discussed.

Authors

• Pamela Beach, Queen's University

• Jen McConnel, Queen's University - Kingston

• Gail Henderson, Queen's University - Kingston