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Full-Text Articles in Education
What Do We Think We Think We Are Doing?: Metacognition And Self-Regulation In Programming, James Prather, Brett A. Becker, Michelle Craig, Paul Denny, Dastyni Loksa, Lauren Margulieux
What Do We Think We Think We Are Doing?: Metacognition And Self-Regulation In Programming, James Prather, Brett A. Becker, Michelle Craig, Paul Denny, Dastyni Loksa, Lauren Margulieux
Learning Sciences Faculty Publications
Metacognition and self-regulation are popular areas of interest in programming education, and they have been extensively researched outside of computing. While computing education researchers should draw upon this prior work, programming education is unique enough that we should explore the extent to which prior work applies to our context. The goal of this systematic review is to support research on metacognition and self-regulation in programming education by synthesizing relevant theories, measurements, and prior work on these topics. By reviewing papers that mention metacognition or self-regulation in the context of programming, we aim to provide a benchmark of our current progress …
Instructional Strategies To Prepare Students For Success In Informal Learning Environments: Leveraging Metacognition And Critical Thinking To Develop Self-Regulated Learning Skills, Carolyn P. Commiso
Instructional Strategies To Prepare Students For Success In Informal Learning Environments: Leveraging Metacognition And Critical Thinking To Develop Self-Regulated Learning Skills, Carolyn P. Commiso
Instructional Design Capstones Collection
This paper looks at how learning is evolving in the 21st century and what skills learners need to be successful in that environment. Based on existing research into the topic, this paper focuses on how learning is increasingly taking place in informal settings, through the lens of the Social Cognitive Learning and Cognitive Constructivism theories. The hypothesis is that students can be successful in these settings by mastering self-regulated learning strategies which can be developed through critical thinking and meta-cognitive skills. It assesses what instructional strategies can be used to develop these skills and enable continued learner success. In addition, …
Finding Evidence Of Metacognition In An Eportfolio Community: Beyond Text, Across New Media, Kathryn Wozniak, Jose Zagal
Finding Evidence Of Metacognition In An Eportfolio Community: Beyond Text, Across New Media, Kathryn Wozniak, Jose Zagal
School of Continuing and Professional Studies Faculty Publications
Finding evidence of how metacognition is demonstrated in educational ePortfolios is often limited to written artifact analysis and ignores new media such as images, video, links, and navigation schema. This study seeks to begin to fill this gap through a qualitative content analysis of 30 learners’ ePortfolios developed in a networked ePortfolio community. We found evidence of learners’ metacognition in their choices, integration, and organization of new media content in the ePortfolio. We propose that intentional analysis of learners’ choices and arrangement of new media can help educators and researchers find additional evidence of metacognition beyond text within digital learning …