A design-based research on shared metacognition through the community of inquiry framework in online collaborative learning environments

Ataş, Amine Hatun
This study advances the emerging research on shared metacognition through the lens of the Community of Inquiry Framework. It seeks components and utterances of the community of inquiry and shared metacognition in online collaborative learning environments to bring to the fore an instructional design model and instructional design principles. A three-cycle Design-Based Research method was followed in two cases of university students (associate degree and graduate degree) by triangulating quantitative and qualitative data. As data collection tools, a coding scheme was developed to code utterances of collaborative group discussion posts, the Shared Metacognition Questionnaire was adapted in Turkish, and one-to-one and focus-groups interview protocols were developed to collect self-reported data. Quantitative data were interpreted through descriptive, inferential statistics, and qualitative data were interpreted by an open/selective coding process. The findings pointed out that the Community of Inquiry Framework presented a powerful theoretical ground to investigate and also distinguish cognitive, social, and teaching presence episodes from shared-metacognition episodes. Orientation-Planning, Monitoring, and Evaluation-Reflection were proved as three main components of the shared-metacognition construct in online collaborative learning settings. This study further advances the specification of each component from the group related (collaboration) regulative actions and task (content/comprehension) related regulatory actions. Besides modeling the shared metacognition construct, six instructional design principles were offered to be used by practitioners and instructional designers to prepare online collaborative courses based on the offered model and CoI framework.


Development of a community of inquiry in online and blended learning contexts
Akyol, Zehra; Garrison, D. Randy; Özden, Muhammet Yaşar (2009-02-07)
This paper discusses findings of a mixed method research project with the goal to study the development of a community of inquiry in online and blended learning environments. A graduate course delivered online and blended format was the focus of the study. Data was gathered from the Community of Inquiry Survey and transcript analysis of online discussions to explore the developmental differences on each presence (social, teaching and cognitive). The results showed: significant differences on social and cogn...
An ınvestigation of factors affecting student participation level in an online dıscussion forum
YÜKSELTÜRK, ERMAN (2010-04-01)
This study analyzed the factors that affect student participation in discussion forum under the two main purposes. The first purpose was to examine the relationship between the students' individual demographics and categories of students' participation level (inactive, moderate, and active) in discussion forum of an online course. The second purpose was to examine the students' views about reasons for low level of interaction in discussion forum. A total of 196 students who attended computers systems and st...
A Metasynthesis of Research on Foreign Language Teacher Identity in Turkey: Implications for Teacher Education
Taner, Gülden; Karaman, Abdullah Cendel (2013-12-01)
This study explores main areas of research and identifies patterns that help interpret current tendencies in the literature on aspects related to language teacher education. For this purpose, we report the outcomes of a metasynthesis of 44 studies related to teacher identity. Conceptually, the analysis is guided by how teacher identity is framed. The structured searches in relevant databases led to conducting a particular type of systematic review known as template analysis. As a result, based on the inter...
Akin, Tayfun; KESKİN, SİNAN; ÇIRALI SARICA, HATİCE; Dalgıç, Ceylan; ERDEM, MUKADDES (2015-07-08)
This study was conducted to examine students' perceptions of collaboration, socialization and task complexity in an online collaborative learning environment. Implementation of the collaborative learning was performed via Google Docs. The study group consists of 43 fourth grade university students who take "Research Methods" course. The students were divided into 11 groups. The students were expected to prepare a research proposal in line with the problem statement which was determined by themselves as part...
A conceptual model of relationships among constructivist learning environment perceptions, epistemological beliefs, and learning approaches
Özkal, Kudret; Öztekin, Ceren; Çakıroğlu, Jale; Sungur, Semra (2009-01-01)
This study proposed a conceptual model of relationships among constructivist learning environment perception variables (Personal Relevance, Uncertainty, Critical Voice, Shared Control. and Student Negotiation), scientific epistemological belief variables (fixed and tentative), and learning approach. It was proposed that learning environment perceptions predict learning approach directly and indirectly through scientific epistemological beliefs. Constructivist Learning Environment Survey, Scientific Epistemo...
Citation Formats
A. H. Ataş, “A design-based research on shared metacognition through the community of inquiry framework in online collaborative learning environments,” Ph.D. - Doctoral Program, Middle East Technical University, 2021.