Comparing metacognitive regulation and socially shared metacognitive regulation in face-to-face and online learning settings in ill-structured problem solving

Autor: Mari Ader, Sabrine Hassane, Jan van Bruggen, Marjan Vermeulen
Přispěvatelé: RS-Research Line Social Learning (part of ERA program), Department of Social Learning, Department T2
Jazyk: angličtina
Rok vydání: 2023
Předmět:
Zdroj: Ader, M, Hassane, S, Bruggen, J V & Vermeulen, M 2023, ' Comparing metacognitive regulation and socially shared metacognitive regulation in face-to-face and online learning settings in ill-structured problem solving ', Learning, Culture and Social Interaction, vol. 39, 100684 . https://doi.org/10.1016/j.lcsi.2022.100684
Learning, Culture and Social Interaction, 39:100684. Elsevier BV
ISSN: 2210-6561
Popis: For collaborative groups to succeed, problem solvers need to agree on what the problem is and how to solve it. In ill-structured problems, the problem solvers switch back and forth between redefining the problem and generating solutions. This lack of parameters and structure implies that solving ill-structured problems is a complicated process, which can present problems in several different phases of problem solving. Efficient metacognitive regulation (MR) and socially shared metacognitive regulation (SSMR) skills benefit ill-structured problem solving. Online environments often lack the necessary social dimension to foster MR and SSMR. In the current article we report on a natural experiment caused by COVID-19 which forced a classroom-based workshop into an online version, thus contrasting face-to-face and audio-synchronous online learning setting in an Educational Sciences course of the Open University of the Netherlands. The student groups were presented with an ill-structured problem during which MR and SSMR processes were analyzed. We found that groups from the online setting demonstrated more MR processes than the face-to-face groups whereas the face-to-face groups engaged in more SSMR than the online groups.
Databáze: OpenAIRE
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