Metacognitive reflection in online environments and self-study in university courses
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Jan 1, 2010
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Abstract
The metacognitive processes of critical thinking, regulation and guiding of cognitive mechanisms are fundamental in promoting self-regulated learning, which, in turn, is crucial for academic success. ICT offers significant possibilities for supporting these capacities. We describe two different experiences in which tools for metacognitive reflection have been implemented in online environments in order to sustain self-regulation in university study. In both cases the students participated in online units – one on educational psychology, the other on study methodology – followed by discussions for stimulating metacognitive reflection. In both experiences, the proposed tools promoted advanced epistemic activation and better awareness of personal self-regulation skills in study processes.
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References
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Albanese O., Duodin, P.A., Martin D. (2003). Metacognizione ed educazione. Processi, apprendimenti, strumenti. Milano: Franco Angeli.
Albanese O., Fiorilli C., Farina E., Maltempi L. (2004). Autoregolazione nell’attività di studio e concezioni dell’intelligenza. Giornale Italiano di Psicologia dell’Orientamento, 5(2), pp. 14-29.
Albanese O., Lafortune L., Daniel M.F., Doudin P.A., Pons F. (a cura di) (2006). Competenza emotiva tra psicologia ed educazione. Milano: Franco Angeli.
Albanese O., De Marco B., Fiorilli C. (2008). Processi di autoregolazione e obiettivi di apprendimento nell’attività di studio. Una ricerca per orientare all’università. In F. Petruccelli (a cura di). Dalla scuola all’università: una scelta di vita. Milano: Franco Angeli, pp. 123-140.
Antonietti A., Catellani P., Ciceri M.R., Gilli G.M. (2004). I corsi online all’università: aspetti cognitivi e psicosociali. In Scurati C. (a cura di). Elearning/Università. Esperienze, analisi, proposte. Milano: Vita e Pensiero, pp. 243-283.
Artino R. A. (2009). Online learning: Are subjective perceptions of instructional context related to academic success?. Internet and Higher Education, 12 (3-4), pp. 117-125.
Artino R. A., Stephens J. M. (2009). Academic motivation and selfregulation: A comparative analysis of undergraduated and graduated students learning online. Internet and Higher Education, 12 (3-4), pp. 146-151.
Bandura A. (1989). Human Agency in Social Cognitive Theory. American Psychologist, 44(9), pp. 1175-1184.
Boekaerts M. (1999). Self-regulated learning: where we are today. International journal of educational research 31, pp. 445-457.
Boekaerts M., Pintrich P., Zeidner M. (2000). Handbook of self-regulation. San Diego, CA: Academic Press.
Boekaerts M., Maes S., Karoly P. (2005). Self-regulation across domains of applied psychology: is there an emerging consensus?. Applied psychology: an international review, 54(2), pp. 149-154.
Bordin V., Bastianelli A., Fluperi S. (2009). Motivazione e prestazione nell’e-learning. Atti del III Convegno Nazionale. Verso una nuova qualità dell’insegnamento e apprendimento della Psicologia: Progettare i corsi, progettare la formazione, pp. 352-363. URL: http://convdidattica.psy.unipd.it/index.php? page=005 (ultima consultazione: 07.04.2010).
Brown A. L. (1978). Knowing when, where, and how to remember: A problem of metacognition. In R. Glaser (Ed.). Advances in Instructional Psychology, 1. Hillsdale, NJ: Erlbaum, pp. 77-165.
Brown R.E. (2001). The process of community-building in distance learning classes. Journal for Asynchronous Learning Networks, 5(2), pp. 18-35.
Cacciamani S. (2003). Riflessione metacognitiva e comunità di apprendimento online. In O. Albanese (a cura di). Percorsi metacognitivi. Milano: Franco Angeli, pp. 199-214.
Cesareni D., Albanese O., Cacciamani S., Castelli S., De Marco B., Fiorilli C. et al. (2008). Tutorship styles and Knowledge Building in an Online Community: Cognitive and Metacognitive Aspects. In Varisco, B.M. (a cura di). Psychological, pedagogical and sociological models for Learning and assessement in virtual communities. Milano: Polimetrica, pp. 13-56.
Collins A., Brown J.S., Newman S.E. (1989). Cognitive apprenticeship: Teaching the craft of reading, writing and matematics. In L.B. Resnick (Ed.). Knowing, learning and instruction: Essays in honor of Robert Glaser. Hillsdale, NJ: Erlbaum, pp. 453-494.
Cornoldi C., De Beni R., Gruppo MT (2001). Imparare a studiare 2. Trento: Erickson.
Dabbagh N., Kitsantas A. (2005). Using web-based pedagogical tools and scaffolds for self-regulated learning. Instructional sciences, 33, pp. 513-540.
De Beni R., Moè A., Cornoldi C. (2003). AMOS. Abilità e motivazione allo studio: prove di valutazione e orientamento. Trento: Edizioni Erickson.
De Marco B., Albanese O. (in stampa). Collaborare online per migliorare il metodo di studio: una ricerca con matricole universitarie. In M. Pieri e D. Diamantini (a cura di) (2009). Ubiquitous learning. Milano: Guerini e Associati editore.
Dembo M.H., Seli, H. (2008). Motivation and Learning Strategies for College Success. New York: Lawrence Erlbaum Associates.
Dettori G., Persico D. (in stampa). Fostering Self-regulated learning through ICTs. Hershey, PA: IGI Global. Elliot A.J., McGregor H.A. (2001). A 2 X 2 achievement goal framework. Journal of personality and social psychology, 80(3), pp. 501-519.
Ferri P. (2002). Teoria e tecniche di nuovi media. Pensare formare lavorare nell’epoca della rivoluzione digitale. Milano: Guerini.
Fisher M., Baird D. E. (2005). Online learning design that fosters student support, self-regulation, and retention. Campus-wide information systems, 22(5), pp. 88-107.
Flavell J. H. (1979). Metacognition and cognitive monitoring. American psychologist, 34, pp. 906-911.
Galliani L. (2006). E-learning: formazione, modelli, proposte. In P. Crispiani, P.G. Rossi, (a cura di). E-learning: formazione, modelli, proposte. Armando Editore: Roma, pp. 31-46.
Gao H., Baylor A.L., Shen E. (2005). Designer Support for Online Collaboration and Knowledge Construction. Educational Technology & Society, 8(1), pp. 69-79.
Jeong H., Hmelo-Silver C.E. (2010). Productive use of learning resources in an online problem-based learning environment. Computers in Human Behavior, 26, pp. 84-99.
Kim A.J. (2000). Community Building on the Web: Secret Strategies for Successful Online Communities. Berkeley, CA: Peachpit Press.
Mc Mahon M., Luca J. (2005). Design Explorations for an Online Environment to Promote Metacognitive Processing through Negotiated Assessment. Paper presented at the ASCILITE2005: Balance, Fidelity, Mobility: Maintaining the Momentum? Proceedings of the 22nd Annual Conference. Brisbane, Queensland, pp. 411-420. URL: http://www.ascilite.org.au/conferences/brisbane05/blogs/proceedings/48_McMahon%20&%20Luca.pdf (ultima consultazione 07.04.2010)
Mega C., Moè A., Pazzaglia F., Rizzato R., De Beni R. (2007). Emozioni nello studio e successo accademico. Presentazione di uno strumento. Giornale italiano di psicologia, 2, pp. 451-464.
Moé A., De Beni R. (2000). Strategie di autoregolazione e successo scolastico. Psicologia dell’Educazione e della formazione, 1, pp. 31-44.
Narciss S., Proske A., Koerndle H. (2007). Promoting self-regulated learning in web-based learning environments. Computers in human behavior, 23, pp. 1126-1144.
Nevgi A., Virtanen P., Niemi H. (2006). Supporting Students to Develop Collaborative Learning Skills in Technology-Based Environments. British journal of educational technology, 37(6), pp. 937-947.
Pekrun R., Goetz T., Titz W., Perry R. P. (2002). Academic emotions in students’ self-regulated learning and achievement: a program of quantitative and qualitative research. Educational psychologist, 37, pp. 91-106.
Pintrich P. R., Smith D. A. F., Garcia T., McKeachie W. J. (1993). Reliability and predictive validity of the Motivated Strategies for Learning Questionnaire (MSLQ). Educational and psychological measurement, 53(3), pp. 801-813.
Pintrich P.R. (1999). The role of motivation in promoting and sustaining self-regulated learning. International Journal of Educational Research. 31, pp. 459-470.
Ranieri M. (2005). E-Learning: modelli e strategie didattiche. Trento: Erickson.
Resta P., Laferrière T. (2007). Technology in Support of Collaborative Learning. Educational Psychology Review, 19 (1), pp. 65-83.
Sambell K., McDowell L., Brown S. (1998). But is it fair? An exploratory study of student perceptions of the consequential validity of assessment. Studies in Educational Evaluation, 23, pp. 349-371.
Scardamalia M. (2002). Collective cognitive responsibility for the advancement of knowledge. In B. Smith (a cura di). Liberal Education in a knowledge society. Chicago, IL: Open Court, pp. 76-98.
Scardamalia M., Bereiter C. (2006). Knowledge building: Theory, pedagogy, and technology. In Sawyer, K. (Ed.). Cambridge Handbook of the Learning Sciences. New York (US): Cambridge University Press, pp. 97-118.
Scotti E., Sica R. (2007). Community management. Milano: Apogeo. Senecal C., Koestner R., Vallerand R. (1995). Self regulation and academic procrastination. The journal of social psychology, 135(5), pp. 607-619.
So H.J., Seah L.H., Toh-Heng H.L. (2010). Designing collaborative knowledge building environments accessible to all learners: Impacts and design challenges. Computers & Education, 54, pp. 479-490.
Veenman M.V.J., Van Hout-Wolters B.H.A.M., Afflerbach P. (2006). Metacognition and learning: conceptual and methodological considerations. Metacognition Learning, 1, pp. 3-14.
Wang Q. (2009). Design and evaluation of a collaborative learning environment. Computers & Education, 53, pp. 1138-1146.
Zimmerman B.J., Martinez-Pons M. (1988). Construct validation of a strategy model of student self-regulated learning. Journal of educational psychology, 80(3), pp. 284-290.
Zimmerman B.J., Schunk D.H. (Eds.) (2001). Self-regulated learning and academic achievement: theoretical perspectives (2nd ed.). Mahwah, NJ: Lawrence Erlbaum Associates.
Zimmerman B.J. (2008). Investigating self-regulation and motivation: historical background, methodological developments, and future prospects. American educational research journal, 45(1), pp. 166-183.
Albanese O., Duodin, P.A., Martin D. (2003). Metacognizione ed educazione. Processi, apprendimenti, strumenti. Milano: Franco Angeli.
Albanese O., Fiorilli C., Farina E., Maltempi L. (2004). Autoregolazione nell’attività di studio e concezioni dell’intelligenza. Giornale Italiano di Psicologia dell’Orientamento, 5(2), pp. 14-29.
Albanese O., Lafortune L., Daniel M.F., Doudin P.A., Pons F. (a cura di) (2006). Competenza emotiva tra psicologia ed educazione. Milano: Franco Angeli.
Albanese O., De Marco B., Fiorilli C. (2008). Processi di autoregolazione e obiettivi di apprendimento nell’attività di studio. Una ricerca per orientare all’università. In F. Petruccelli (a cura di). Dalla scuola all’università: una scelta di vita. Milano: Franco Angeli, pp. 123-140.
Antonietti A., Catellani P., Ciceri M.R., Gilli G.M. (2004). I corsi online all’università: aspetti cognitivi e psicosociali. In Scurati C. (a cura di). Elearning/Università. Esperienze, analisi, proposte. Milano: Vita e Pensiero, pp. 243-283.
Artino R. A. (2009). Online learning: Are subjective perceptions of instructional context related to academic success?. Internet and Higher Education, 12 (3-4), pp. 117-125.
Artino R. A., Stephens J. M. (2009). Academic motivation and selfregulation: A comparative analysis of undergraduated and graduated students learning online. Internet and Higher Education, 12 (3-4), pp. 146-151.
Bandura A. (1989). Human Agency in Social Cognitive Theory. American Psychologist, 44(9), pp. 1175-1184.
Boekaerts M. (1999). Self-regulated learning: where we are today. International journal of educational research 31, pp. 445-457.
Boekaerts M., Pintrich P., Zeidner M. (2000). Handbook of self-regulation. San Diego, CA: Academic Press.
Boekaerts M., Maes S., Karoly P. (2005). Self-regulation across domains of applied psychology: is there an emerging consensus?. Applied psychology: an international review, 54(2), pp. 149-154.
Bordin V., Bastianelli A., Fluperi S. (2009). Motivazione e prestazione nell’e-learning. Atti del III Convegno Nazionale. Verso una nuova qualità dell’insegnamento e apprendimento della Psicologia: Progettare i corsi, progettare la formazione, pp. 352-363. URL: http://convdidattica.psy.unipd.it/index.php? page=005 (ultima consultazione: 07.04.2010).
Brown A. L. (1978). Knowing when, where, and how to remember: A problem of metacognition. In R. Glaser (Ed.). Advances in Instructional Psychology, 1. Hillsdale, NJ: Erlbaum, pp. 77-165.
Brown R.E. (2001). The process of community-building in distance learning classes. Journal for Asynchronous Learning Networks, 5(2), pp. 18-35.
Cacciamani S. (2003). Riflessione metacognitiva e comunità di apprendimento online. In O. Albanese (a cura di). Percorsi metacognitivi. Milano: Franco Angeli, pp. 199-214.
Cesareni D., Albanese O., Cacciamani S., Castelli S., De Marco B., Fiorilli C. et al. (2008). Tutorship styles and Knowledge Building in an Online Community: Cognitive and Metacognitive Aspects. In Varisco, B.M. (a cura di). Psychological, pedagogical and sociological models for Learning and assessement in virtual communities. Milano: Polimetrica, pp. 13-56.
Collins A., Brown J.S., Newman S.E. (1989). Cognitive apprenticeship: Teaching the craft of reading, writing and matematics. In L.B. Resnick (Ed.). Knowing, learning and instruction: Essays in honor of Robert Glaser. Hillsdale, NJ: Erlbaum, pp. 453-494.
Cornoldi C., De Beni R., Gruppo MT (2001). Imparare a studiare 2. Trento: Erickson.
Dabbagh N., Kitsantas A. (2005). Using web-based pedagogical tools and scaffolds for self-regulated learning. Instructional sciences, 33, pp. 513-540.
De Beni R., Moè A., Cornoldi C. (2003). AMOS. Abilità e motivazione allo studio: prove di valutazione e orientamento. Trento: Edizioni Erickson.
De Marco B., Albanese O. (in stampa). Collaborare online per migliorare il metodo di studio: una ricerca con matricole universitarie. In M. Pieri e D. Diamantini (a cura di) (2009). Ubiquitous learning. Milano: Guerini e Associati editore.
Dembo M.H., Seli, H. (2008). Motivation and Learning Strategies for College Success. New York: Lawrence Erlbaum Associates.
Dettori G., Persico D. (in stampa). Fostering Self-regulated learning through ICTs. Hershey, PA: IGI Global. Elliot A.J., McGregor H.A. (2001). A 2 X 2 achievement goal framework. Journal of personality and social psychology, 80(3), pp. 501-519.
Ferri P. (2002). Teoria e tecniche di nuovi media. Pensare formare lavorare nell’epoca della rivoluzione digitale. Milano: Guerini.
Fisher M., Baird D. E. (2005). Online learning design that fosters student support, self-regulation, and retention. Campus-wide information systems, 22(5), pp. 88-107.
Flavell J. H. (1979). Metacognition and cognitive monitoring. American psychologist, 34, pp. 906-911.
Galliani L. (2006). E-learning: formazione, modelli, proposte. In P. Crispiani, P.G. Rossi, (a cura di). E-learning: formazione, modelli, proposte. Armando Editore: Roma, pp. 31-46.
Gao H., Baylor A.L., Shen E. (2005). Designer Support for Online Collaboration and Knowledge Construction. Educational Technology & Society, 8(1), pp. 69-79.
Jeong H., Hmelo-Silver C.E. (2010). Productive use of learning resources in an online problem-based learning environment. Computers in Human Behavior, 26, pp. 84-99.
Kim A.J. (2000). Community Building on the Web: Secret Strategies for Successful Online Communities. Berkeley, CA: Peachpit Press.
Mc Mahon M., Luca J. (2005). Design Explorations for an Online Environment to Promote Metacognitive Processing through Negotiated Assessment. Paper presented at the ASCILITE2005: Balance, Fidelity, Mobility: Maintaining the Momentum? Proceedings of the 22nd Annual Conference. Brisbane, Queensland, pp. 411-420. URL: http://www.ascilite.org.au/conferences/brisbane05/blogs/proceedings/48_McMahon%20&%20Luca.pdf (ultima consultazione 07.04.2010)
Mega C., Moè A., Pazzaglia F., Rizzato R., De Beni R. (2007). Emozioni nello studio e successo accademico. Presentazione di uno strumento. Giornale italiano di psicologia, 2, pp. 451-464.
Moé A., De Beni R. (2000). Strategie di autoregolazione e successo scolastico. Psicologia dell’Educazione e della formazione, 1, pp. 31-44.
Narciss S., Proske A., Koerndle H. (2007). Promoting self-regulated learning in web-based learning environments. Computers in human behavior, 23, pp. 1126-1144.
Nevgi A., Virtanen P., Niemi H. (2006). Supporting Students to Develop Collaborative Learning Skills in Technology-Based Environments. British journal of educational technology, 37(6), pp. 937-947.
Pekrun R., Goetz T., Titz W., Perry R. P. (2002). Academic emotions in students’ self-regulated learning and achievement: a program of quantitative and qualitative research. Educational psychologist, 37, pp. 91-106.
Pintrich P. R., Smith D. A. F., Garcia T., McKeachie W. J. (1993). Reliability and predictive validity of the Motivated Strategies for Learning Questionnaire (MSLQ). Educational and psychological measurement, 53(3), pp. 801-813.
Pintrich P.R. (1999). The role of motivation in promoting and sustaining self-regulated learning. International Journal of Educational Research. 31, pp. 459-470.
Ranieri M. (2005). E-Learning: modelli e strategie didattiche. Trento: Erickson.
Resta P., Laferrière T. (2007). Technology in Support of Collaborative Learning. Educational Psychology Review, 19 (1), pp. 65-83.
Sambell K., McDowell L., Brown S. (1998). But is it fair? An exploratory study of student perceptions of the consequential validity of assessment. Studies in Educational Evaluation, 23, pp. 349-371.
Scardamalia M. (2002). Collective cognitive responsibility for the advancement of knowledge. In B. Smith (a cura di). Liberal Education in a knowledge society. Chicago, IL: Open Court, pp. 76-98.
Scardamalia M., Bereiter C. (2006). Knowledge building: Theory, pedagogy, and technology. In Sawyer, K. (Ed.). Cambridge Handbook of the Learning Sciences. New York (US): Cambridge University Press, pp. 97-118.
Scotti E., Sica R. (2007). Community management. Milano: Apogeo. Senecal C., Koestner R., Vallerand R. (1995). Self regulation and academic procrastination. The journal of social psychology, 135(5), pp. 607-619.
So H.J., Seah L.H., Toh-Heng H.L. (2010). Designing collaborative knowledge building environments accessible to all learners: Impacts and design challenges. Computers & Education, 54, pp. 479-490.
Veenman M.V.J., Van Hout-Wolters B.H.A.M., Afflerbach P. (2006). Metacognition and learning: conceptual and methodological considerations. Metacognition Learning, 1, pp. 3-14.
Wang Q. (2009). Design and evaluation of a collaborative learning environment. Computers & Education, 53, pp. 1138-1146.
Zimmerman B.J., Martinez-Pons M. (1988). Construct validation of a strategy model of student self-regulated learning. Journal of educational psychology, 80(3), pp. 284-290.
Zimmerman B.J., Schunk D.H. (Eds.) (2001). Self-regulated learning and academic achievement: theoretical perspectives (2nd ed.). Mahwah, NJ: Lawrence Erlbaum Associates.
Zimmerman B.J. (2008). Investigating self-regulation and motivation: historical background, methodological developments, and future prospects. American educational research journal, 45(1), pp. 166-183.