ZZZZZ Withdrawn due to Ed Talk Email Transforming STEM Education Through an Inquiry-Based Collaborative Approach: Examination of Metacognition and Cognitive Presence (Poster 21)

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

Abstract

This exploratory quantitative research study examined STEM graduate students’ perceptions of cognitive presence and metacognition when they participated and completed the collaborative course assignments. Specifically, this study examined how the inquiry-based collaborative approach impacted STEM students perceived cognitive presence and shared metacognition when they completed applied research modules as part of their course requirements. 276 graduate students enrolled in the Applied Information Technology (AIT) courses participated in the study. Data were collected through the Community of Inquiry survey and a shared metacognition questionnaire online survey. Findings revealed that online courses with integration of collaborative activities need more design considerations, for example, community building activities to help online students develop relations and provide frequent timely feedback to help students work together.

Authors

• Ayesha Sadaf, University of North Carolina - Charlotte

• Larisa A. Olesova, University of Florida