The Effect of Individual and Social Metacognitive Support on Students' Metacognitive Performances in an Online Discussion. (March 2015)

• Record Type: Journal Article
• Authors: Zion, Michal; Adler, Idit; Mevarech, Zemira
• Is Part Of: Journal of educational computing research. Volume 52:Number 1(2015)
• Page Start: 50
• Page End: 87
• Publication Date: 2015-03
• Subjects: metacognition -- computer-supported collaborative learning -- online discussion -- inquiry; Computer literacy -- Periodicals; Computer-assisted instruction -- Periodicals; Computer managed instruction -- Periodicals; Education -- Data processing -- Periodicals; 371.334
• DOI: 10.1177/0735633114568855
• Languages: English
• ISSNs: 0735-6331

Abstract

Our research examined the effect of the Meta-CIC model on students' metacognitive performances in an online discussion. This model embeds individual and social metacognitive support within an inquiry computer-supported collaborative learning (CSCL) environment. The research population consisted of 150 high-achieving 7th- and 8th-grade students who were divided into four research groups, according to the instructional method to which they were exposed. An online discussion forum accompanied the students' inquiry process. The results indicate that the individual metacognitive support significantly affected students' online metacognitive performances, while the social metacognitive support increased the students' involvement in their peers' learning processes, and enabled them to collaborate in the CSCL. We therefore recommend embedding the Meta-CIC model in a CSCL environment as a means to develop students' online metacognitive performances.