Investigating Changes to First-Generation Students’ Visual Thinking and Learning (Poster 11)

• In Event: Sunday Poster Session 3:05 pm
  In Poster Session: Perspectives on Learning and Development: Exploring Motivations, Cognition, and Contextual Factors

Abstract

This mixed-methods case study investigated changes to first year, first-generation (FYFG) college students’ visual thinking and learning while enrolled in a 15-week academic success course (ASC) with a focus on meta-learning. The researcher found that a 5-week meta-learning intervention within the ASC helped six focal participants enact changes to support their visual thinking and learning processes. Six ‘changes’ are discussed as well as participants reports of improved academic performance and learning, feelings of empowerment, confidence, and control over their learning. Additionally, class participants saw a significant increase in metacognitive awareness, and 21 of 24 class participants reported positive metacognitive gains as measured by the metacognitive awareness inventory (MAI).

Author

• Christopher Thomas Long, La Salle College Preparatory