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Elementary Teachers' Cognitive Processes and Metacognitive Strategies During Self-Directed Online Learning

Mon, April 20, 12:25 to 1:55pm, Virtual Room


This study involves an in-depth investigation into elementary teachers’ cognitive processes and metacognitive strategies during a self-directed online learning experience. The virtual revisit think aloud, a methodology combining a retrospective procedure with screen recording technology, was used to capture verbalizations from 13 elementary teachers as they used an online database. Resulting think aloud protocols and post-task interviews were analyzed using qualitative methods. An inductive approach to analysis led to six themes related to the cognitive processes and types of metacognitive strategies teachers use during self-directed online learning. Implications for online learning and web-based design are discussed.