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Articles 1 - 7 of 7
Full-Text Articles in Education
Aligning Metaliteracy With Self-Directed Learning To Expand Assessment Opportunities, Trudi E. Jacobson, Thomas P. Mackey, Jako Olivier
Aligning Metaliteracy With Self-Directed Learning To Expand Assessment Opportunities, Trudi E. Jacobson, Thomas P. Mackey, Jako Olivier
University Libraries Faculty Scholarship
Metaliteracy is a holistic model that emphasises information-related knowledge attainment whilst challenging individuals to take charge of their learning strategies and goals. It prepares learners to become informed consumers and responsible producers of information. Metacognition is a core concept in metaliteracy, just as it is in swelf-directed learning (SDL) and in methods of assessment appropriate to SDL, such as assessment as learning (AaL) and assessment for learning (AfL). This congruence provides clear avenues for using metaliteracy’s framework in ways that support SDL. The first part of the chapter explores metaliteracy and its connections with SDL and assessment. The remainder of …
Designing A Multiple Submission Policy Supporting Mastery Learning For A Design Thinking Class In A Purely Online Learning Environment, Marianne Kayle Amurao, Joseph Benjamin R. Ilagan
Designing A Multiple Submission Policy Supporting Mastery Learning For A Design Thinking Class In A Purely Online Learning Environment, Marianne Kayle Amurao, Joseph Benjamin R. Ilagan
Quantitative Methods and Information Technology Faculty Publications
Mastery learning is defined as an approach where students are equipped with complex skills required in the VUCA world instead of simple skills that only apply to traditional classrooms. One way to encourage mastery learning in the classroom is through repeated assessment, specifically formative ones. In this paper, we describe our experience in designing a multiple submission policy to support mastery learning for a design thinking class taught purely online amidst lockdowns due to COVID. The transition to online learning and today’s context presented an opportunity to target mastery learning instead of traditional learning outcomes, which we achieved in two …
Embedding Metaliteracy In Learning Design To Advance Metacognitive Thinking: From Oer To Moocs, Thomas P. Mackey, Trudi E. Jacobson
Embedding Metaliteracy In Learning Design To Advance Metacognitive Thinking: From Oer To Moocs, Thomas P. Mackey, Trudi E. Jacobson
University Libraries Faculty Scholarship
Metaliteracy is an essential literacy for today’s complex and oftentimes deceptive information environment. The origins of the metaliteracy model emerged in response to revolutionary changes in a connected world and the need to reconceptualize information literacy for a broader impact on learning. The theory of metaliteracy involves the intersection of core components that include learner domains, active learner roles, characteristics or qualities, and associated goals and learning objectives. This model is applied when individuals engage with and reflect upon these components to realize their active responsibilities as participants in social settings. This paper describes several examples of how metaliteracy is …
Persistent Miscalibration For Low And High Achievers Despite Practice Test Feedback In An Introductory Biology Course, Jennifer L. Osterhage
Persistent Miscalibration For Low And High Achievers Despite Practice Test Feedback In An Introductory Biology Course, Jennifer L. Osterhage
Biology Faculty Publications
Students' ability to accurately judge their knowledge is crucial for effective learning. However, students' perception of their current knowledge is often misaligned with their actual performance. The relationship between learners' perception of their performance and their actual performance on a task is defined as calibration. Previous studies have shown significant student miscalibration in an introductory biology course: students' predicted exam scores were, on average, significantly higher than their actual scores. The goal of this study was to determine whether completion of a practice test before exams would result in better performance and calibration. The hypothesis was that students who completed …
Metacognitive Function In Moderate To Severe Traumatic Brain Injury, Grace Amadon
Metacognitive Function In Moderate To Severe Traumatic Brain Injury, Grace Amadon
Honors Theses
Traumatic brain injury (TBI) is an injury to the brain caused by a bump, blow, jolt to the head. Individuals with TBI demonstrate decreased awareness of their own potential deficits and functional abilities. These deficits have critical implications for recovery as self-awareness is important for those recovering from TBI in the implementation and engagement of rehabilitative processes after TBI. The following study analyzed 18 individuals with TBI approximately 11 years post injury to document metacognitive functioning after injury. Participants completed a metacognitive working-memory paradigm where they made judgements of their future and past performance on identifying a target shape and …
The Relationship Between Teachers' Experience And Their Self-Efficacy Regarding The Implementation Of Self-Regulated Learning Practices, Latoya Deonta Lewis-Frazier
The Relationship Between Teachers' Experience And Their Self-Efficacy Regarding The Implementation Of Self-Regulated Learning Practices, Latoya Deonta Lewis-Frazier
Doctoral Dissertations and Projects
Twenty-first century learners are growing in a world of rapid change that requires them to be lifelong learners. Due to the uncertainties of the future, education must shift to meet the needs of the new generation. Literature revealed that self-regulated learners have the capabilities of holding themselves accountable for their learning and adjusting to new environments. Thus, the purpose of the proposed study was to explore if there is a relationship between teachers’ years of experience and their self-efficacy toward implementing self-regulated learning practices. A quantitative correlation research design was used to determine if the two variables share a relationship. …
Scaffolding Middle And High School Students’ Engineering Design Experiences: Quality Problem-Scopeing Promoting Successful Solutions, Andrew Hughes, Cameron Denson
Scaffolding Middle And High School Students’ Engineering Design Experiences: Quality Problem-Scopeing Promoting Successful Solutions, Andrew Hughes, Cameron Denson
Educational Leadership & Technology Faculty Publications
Highly proficient expert engineers begin the iterative process of design by thoroughly investigating the design problem. Engineering students are often distracted by surface details, leading to a faulty conception of the problem and inappropriate solution strategies. Adequate problem-scoping is arguably the most important step in the design process. To address this issue, the researchers developed an instructional framework to help teachers scaffold students’ cognitive and metacognitive processes during the problem-scoping phase of a design challenge. The purpose of this quasi-experimental study was to investigate the impact that scaffolded instruction related to the SCOPE process had on students’ solution success during …