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Assessing Metacognition in an Online Community of Inquiry

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Title: Assessing Metacognition in an Online Community of Inquiry
Language: English
Authors: Akyol, Zehra, Garrison, D. Randy
Source: Internet and Higher Education. Jul 2011 14(3):183-190.
Availability: Elsevier. 6277 Sea Harbor Drive, Orlando, FL 32887-4800. Tel: 877-839-7126; Tel: 407-345-4020; Fax: 407-363-1354; e-mail: usjcs@elsevier.com; Web site: http://www.elsevier.com
Peer Reviewed: Y
Physical Description: PDF
Page Count: 8
Publication Date: 2011
Document Type: Journal Articles
Reports - Research
Descriptors: Intelligence, Metacognition, Inquiry, Community, Construct Validity, Internet, Discussion Groups, Computer Mediated Communication, Computer Assisted Instruction
DOI: 10.1016/j.iheduc.2011.01.005
ISSN: 1096-7516
Abstract: Metacognition is an important aspect of human intelligence and higher learning. There is the recognition that metacognition is not just a private internal activity but also socially situated. In this context, the purpose of this research is to develop and validate a metacognitive construct that provides the opportunity to assess metacognition in online discussions. Furthermore, the Community of Inquiry (CoI) theoretical framework provided the conceptual coherence to construct, operationalize and interpret metacognition in an online collaborative inquiry. The results provided evidence of metacognition indicators in student discussion postings and the frequency of these indicators increased over time. (Contains 3 figures and 1 table.)
Abstractor: As Provided
Entry Date: 2011
Accession Number: EJ927497
Database: ERIC
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  Data: <searchLink fieldCode="SO" term="%22Internet+and+Higher+Education%22"><i>Internet and Higher Education</i></searchLink>. Jul 2011 14(3):183-190.
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  Data: Elsevier. 6277 Sea Harbor Drive, Orlando, FL 32887-4800. Tel: 877-839-7126; Tel: 407-345-4020; Fax: 407-363-1354; e-mail: usjcs@elsevier.com; Web site: http://www.elsevier.com
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  Data: Metacognition is an important aspect of human intelligence and higher learning. There is the recognition that metacognition is not just a private internal activity but also socially situated. In this context, the purpose of this research is to develop and validate a metacognitive construct that provides the opportunity to assess metacognition in online discussions. Furthermore, the Community of Inquiry (CoI) theoretical framework provided the conceptual coherence to construct, operationalize and interpret metacognition in an online collaborative inquiry. The results provided evidence of metacognition indicators in student discussion postings and the frequency of these indicators increased over time. (Contains 3 figures and 1 table.)
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