Spontaneously Produced Metacognitive Language and Achievement in a STEM Online College Course: An Exploratory Analysis

• In Event: Metacognition and Motivation in Learning and Instruction

Abstract

Metacognition refers to valuable processes of planning, monitoring and assessing learning and performance – functions of self-regulated learning (SRL). However, eLearning brings new challenges of large-scale examination of metacognition and yet metacognition may be especially crucial for eLearning. We investigate the relationship between spontaneously produced metacognitive phrases and academic success in an online STEM college course, and whether this varies across students from different demographics. A tool for automatic detection of metacognitive phrases in forum posts was used. We then looked at course engagement, verbosity, and prior knowledge as accounting for some variance in course outcome. Bayesian mediation models were conducted to analyze these variables. Implications of the results for teaching and learning STEM content in the online space are discussed.

Authors

• Hannah Valdiviejas, University of Illinois at Urbana Champaign

• Renato F.L. Azevedo, University of Illinois at Urbana-Champaign

• Eugenia Maldonado, University of Illinois at Urbana-Champaign

• Nigel Bosch, University of Illinois at Urbana-Champaign

• Carolyn J. Anderson, University of Illinois

• Michelle Perry, University of Illinois Urbana–Champaign