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The effects of metacognitive knowledge on the pre-service teachers' participation in the asynchronous online forum
Date
2008-01-01
Author
Topcu, Abdullah
Ubuz, Behiye
Metadata
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This paper researches the effects that students' metacognitive knowledge has on their participation in online forum discussions, which form part of a web-based asynchronous course based on a constructivist instructional approach. Metacognitive knowledge increases learners' ability to be independent learners, which is an indispensable characteristic of the distant learner. The study was carried out with 32 third-grade pre-service teachers. Each message in the forum discussions was analyzed in terms of interaction types identified by McKinnon ( 2000) and also scored using a grading rubric developed by the researchers. The metacognitive knowledge of the pre-service teachers was measured by the component of the General Metacognition Questionnaire. Sixty-seven percent of the pre-service teachers were at the high or medium-to-high metacognitive knowledge level and mostly sent messages having "example to idea," "clarification and elaboration," or "idea to example" type interactions. Pre-service teachers who exhibited low metacognitive knowledge, however, mostly forwarded messages having " acknowledgments," " unsubstantiated judgment," or "thoughtful query" type interactions. Moreover, metacognitive knowledge of the pre-service teachers uniquely explained 21.4% of the variance in the online participation score. We concluded by outlining some implications metacognitive knowledge has on forum discussions in relation to the constructivist approach.
Subject Keywords
Metacognitive knowledge
,
Constructivist approach
,
Online participation
,
Interaction
URI
https://hdl.handle.net/11511/54448
Journal
EDUCATIONAL TECHNOLOGY & SOCIETY
Collections
Department of Mathematics and Science Education, Article
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A. Topcu and B. Ubuz, “The effects of metacognitive knowledge on the pre-service teachers’ participation in the asynchronous online forum,”
EDUCATIONAL TECHNOLOGY & SOCIETY
, pp. 1–12, 2008, Accessed: 00, 2020. [Online]. Available: https://hdl.handle.net/11511/54448.