Examination of Metacognition and Cognitive Presence in STEM Education (Poster 14)

• In Event: Sunday Poster Session 1:15 pm
  In Poster Session: Online Teaching and Learning SIG Poster Session 2

Abstract

This exploratory study examined STEM graduate students perceived cognitive presence and metacognition when they were enrolled in research courses. The inquiry-based approach was implemented to examine the levels of perceived cognitive presence and metacognition when students participated in discussions and peer review research activities. This study found that the inquiry-based approach can be an effective approach to facilitate a higher level of cognitive presence and metacognition in research courses for STEM students. The findings of this study contributed to the field of distance education to understanding how to design shared learning environments for STEM students.

Authors

• Larisa A. Olesova, University of Florida

• Ayesha Sadaf, University of North Carolina - Charlotte

• Ioulia Rytikova, George Mason University

• Duoduo Liao, George Mason University

• Mihai Boicu, George Mason University

• Harry J. Foxwell, George Mason University