Relationship between Metacognition and Presences in Online Case-Based Instruction

• In Event: DDL- Relationship between Metacognition and Presences in Online Case-Based Instruction

Short Description

This study explored students’ perceptions of metacognition and its relationships with presences in an online case-based course. Data were collected through CoI instrument and shared metacognition questionnaire online survey. The findings revealed that co-regulation showed stronger relationships with the three types of online presence than self-regulation. Additionally, social presence demonstrated strongest association with metacognition and teaching presence revealed weakest relationship with metacognition. The results provide important implications for instructors looking for guidelines for using case-based instruction to support the development of metacognition.

Authors

• Presenter: Ayesha Sadaf, University of North Carolina Charlotte

• Contributor: Stella Kim, University of North Carolina at Charlotte