ABSTRACT
The development and enhancement of science students' metacognition should be an important goal of science education. The extent to which it is, however, is questionable. The explosion of science information (and misinformation) around issues such as climate change, COVID-19, the Anthropocene, and sustainability makes developing students' potentials to be aware of how to manage and monitor the quality of their science learning a priority for consideration by science educators. This is because individuals' science learning will need to continue long after they complete formal schooling. However, attempts to prioritize instruction for metacognition in science education have faltered, stagnated, and lack momentum. This chapter identifies key reasons for this situation and proposes considerations to (re)elevate instruction for metacognition into science classrooms. The considerations involve reorienting research perspectives in the field of metacognition research in science education, considering increasing attention to metacognition in pre- and in-service teacher education, being realistic about our expectations for instruction for metacognition in science learning contexts, and considering the use of Open Educational Resources (OERs) such as podcasts and websites that can be accessed across countries by pre-service and practicing teachers and teacher educators to inform them about metacognition and about instruction for metacognition. © The Author(s), under exclusive license to Springer Nature Switzerland AG 2023. All rights reserved.
ABSTRACT
Online education has made it possible to implement the "classes suspended but learning continues" policy during the COVID-19 outbreak. However, the intangible sense of the online educational setting requires self-directed learning (SDL) and may force students to know the goals of learning that may impact their engagement. To understand the effect, based on situated expectancy-value theory, this study considered SDL as attitude and approach and constructed a research model to explore the mediating power of perceived value of knowing learning goals (PVKLG) related to participants' online learning engagement during the COVID-19 lockdown. Data were collected from 497 higher education students in China. After the confirmatory factor analysis with structural equation modeling, the results reported that SDL attitude and approach positively predicted learning engagement mediated by PVKLG. The results suggest that only when students have a high level of PVKLG will they be able to regulate their learning process through the two types of SDL and enhance their engagement in online learning contexts during the COVID-19 lockdown.
ABSTRACT
Drawing upon person-environment fit, specifically demands–abilities fit, this paper examines the impact of hospitality employees' cultural intelligence (CQ) on their voice behavior and job satisfaction. Data were collected from domestic contact employees working for restaurants in three major cities in the United States. The results of the PLS-SEM model show that CQ has a positive effect on employees' voice behavior through self-efficacy. Further, CQ has a positive effect on job satisfaction through a sequential mediation of self-efficacy and voice. This study contributes to the CQ and voice literature, utilizing CQ as a person's ability to meet job requirements. This study also has important practical implications for hospitality practitioners who depend on employee voice for the success of organizations in today's ever-changing global environment.
ABSTRACT
The study presents the results of an Action-Research project carried out during the COVID-19 pandemic with Italian teachers of primary, lower and upper secondary schools, interested in monitoring the activity of students in that difficult situation. The purposes of this study were: (a) to demonstrate that the involvement of teachers in the creation of metacognitive tools promotes the use of formative assessment at school;(b) to verify to what extent the use of a metacognitive form makes students more aware of the mistakes made during the test. The results were: (a) teachers showed great enthusiasm in adapting the metacognitive form to their school subject;(b) students pointed out high percentages of appreciation of the form;what is more, a group of students improved in identifying the typology of errors and understood more clearly what they should study in a better way to correct their mistakes;another group noted that their awareness of their strengths in study method had grown;finally, one group highlighted that the skills used during the completion of the form were also useful in other areas of their daily life, not only at school. Both teachers and students appreciated the online version of the tool: the pie charts created automatically by the system, by displaying percentages over typologies of errors made, provided immediate feedback, motivating students more and more. The study shows how much reflection on mistakes can be a source of growth. © 2022 The Author(s). Published by Cambridge University Press on behalf of The Classical Association.
ABSTRACT
Transportation and transferring data and information around the globe have remarkably developed and revolutionized! It is possible to transfer data and information in a small part of a second (milliseconds) or in a real time. This technology is not only written texts but expanded to include visual material, virtual reality, visual and sound interactions. Such a great development definitely has and will continue to have an impact on shaping the methods of distance learning. Distance learning is no longer luxury, it becomes the heart of the education process and career development. There are several needs and objectives for distance learning to flourish the distance learning, education, and training in the near future. The COVID-19 pandemic demonstrated the need to develop professional, efficient safe, secure, and reliable methods of distance education, learning, and telemedicine. These emerged technologies of communication and transferring information provoked several serious ethical considerations The developing and advancing distance learning and on job training and professional assessment should be based on ethics and values (Values-Based Medical Education). Telemedicine and telesurgery which have great advantages and benefits are facing serious ethical and practical challenges too, which is going to be discussed in this chapter. The great future challenges are not the materials to be transferred but the methods of transferring these materials. The ways of transferring information are greatly varied from internet, computer-based programs, mobile application, and possibly by stimulating certain neural cells through implanted microchips. The emerging metaverse as a virtual augmented reality which is going to create unlimited applications may advance the distance education and on job training beyond any imagination. © The Author(s), under exclusive license to Springer Nature Switzerland AG 2022. All rights reserved.
ABSTRACT
In this paper, we aimed to investigate how sustainable development can be involved in educational contexts that use new trends in technology such as Artificial Intelligence (AI) and Data Science (DS). To achieve this goal, we conducted a documentary Systematic Review using PRISMA research to find and analyze applications of sustainable development in these aforementioned contexts. In the results, we explain how some applications of both AI and DS, including Big Data and Learning Analytics among others, offer alternatives to substantially improve the educational process by allowing either education to be personalized, learning to be predicted, or even possible school dropouts to be predicted. We found that the COVID emergency sped up the introduction of these technologies in educational environments. Nevertheless, the inclusion of new technologies to develop better processes in education is still in progress and will continue to grow. In conclusion, we identified and analyzed some of the main applications found in the literature regarding new computing technologies. AI and DS have introduced new learning and teaching methods to solve different context problems that promote sustainable development while making educational environments more dynamic. On the other hand, we observed that the divide in many countries will continue due to their economic and technological situations. We describe some of the challenges that the incorporation of these technologies will bring in the near future.
ABSTRACT
The effect of online argumentation and reflective thinking-based science teaching on sixth-grade students' epistemic cognition, metacognition, and logical thinking was explored in this study. The research was carried out in the 2020-2021 academic year when all teaching was online due to Covid-19. Students in the study sample were mostly from middle-class families. Students were divided into two groups for one semester;one received online argumentation and reflective thinking-based science teaching (experimental group) whereas the other received only online science teaching (control group). The exploratory factor analyses yielded two factors for epistemic cognition and metacognition questionnaires whereas the logical thinking test was found to be unidimensional. According to the results, experimental group students scored higher than control group students in post-test regulation of cognition and logical thinking. In addition, the experimental group developed knowledge of cognition, regulation of cognition, and logical thinking during the intervention. Although the experimental group scored higher than the control group on the set of post-test epistemic cognition factors, this significance did not appear amongst individual factors. As for the implications of this study, elements of distance learning that may have contributed to the development of students' cognitive abilities were discussed.
ABSTRACT
Achieving sustainable learning outcomes for medical students requires the assessment of their engagement in autonomous learning, and the development of sustainable autonomous learning skills. This study examined the relationship among autonomous learning, academic support, school satisfaction, and learning outcomes. It used structural equation modeling to analyze data from 725 medical students studying at Huazhong University of Science and Technology, Wuhan. The findings showed that autonomous learning was positively related to academic support, school satisfaction, and learning outcomes. Furthermore, both school satisfaction and learning outcomes were positively correlated with academic support. Similarly, school satisfaction was positively correlated with learning outcomes. Academic support and school satisfaction mediated and serially mediated the relationship between autonomous learning and learning outcomes, respectively. Additionally, autonomous learning had positive direct and indirect effects on learning outcomes through the serial mediation of academic support and school satisfaction. The serial mediating effects of academic support and school satisfaction were significant. Thus, autonomous learning was considered to be an important aspect of sustainable learning outcomes;educational administrators could systematically encourage students' autonomous learning to increase their invested time and effort, and help students improve their learning outcomes.
ABSTRACT
This research aimed to examine the contribution of metacognitive awareness as a moderator in the relationship between self-efficacy and mathematical reasoning among education undergraduates during the Covid-19 Pandemic. The analysis included 184 undergraduate students in one public university around Klang Valley, Malaysia. The researcher distributes mathematics reasoning assessment, metacognitive awareness, and self-efficacy questionnaires to collect research data. Statistical Package for the Social Sciences version 25 analyzes the mediating influence of metacognitive awareness in the correlation between self-efficacy and mathematics reasoning. The findings revealed that undergraduate mathematics and science education students had better mathematical reasoning abilities than undergraduates of non-mathematics and science education. However, the result indicated that mathematics and science education undergraduate students have high metacognitive awareness and utilize more strategies in mathematics reasoning assessment. This research suggested that further analysis can measure other populations, such as secondary school students metacognitive awareness and self-efficacy in mathematics reasoning.
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Background The neurotrophic effects of Covid-19 are becoming increasingly recognized, with altered mental state now being the second most common presenting complaint insert numbers. A key question is whether this has long term consequences. Cognitive problems are commonly reported in patients 3 months after acute infection as part of the so called Long-Covid syndrome. However, the underlying cause is not well understood. Candidate explanations include legacy from encephalitis and stroke;however, other complications such as the sequelae, delirium, remain underexplored. Furthermore, little consideration has been given to functional cognitive disorders and the cognitive consequences of depression, anxiety and fatigue. Aims We propose a structured approach to clinical assessment for clinicians reviewing late cognitive complaints after COVID 19. Methods We created our own unique framework for neurocognitive Covid assessment based upon a review of the literature. Results Covid status- Any positive test. If not review of core symptoms such as breathlessness, headache, anosmia, nasal obstruction, cough, myalgia, or gustatory dysfunction;duration, extent of exposure to Covid confirmed cases. Consider rapid antibody testing. Neuropsychiatric history- Part 1 symptoms at onset- in particular disruptions of consciousness and altered mental state. Acute memory impairment, anterograde/retrograde and with/ without a temporal gradient. neurocognitive function. ITU admission and oxygen requirements. Part 2 Current cognitive and mental state- in addition to standard history seek evidence of internal inconsistency of memory symptoms and attentional dysregulation. Has social cognition and meta-cognition been affected. Note attribution bias i.e. no Im not depressed, I cant enjoy anything because of my symptoms Background history- subtle suggestion of neurodegeneration and depression, anxiety and functional symptoms should be explored. MRI findings- signal changes in the medial temporal lobe, nonconfluent multifocal white matter hyperintense lesions, and isolated white matter microhemorrhages. Novel biomarkers IL-6, MCP-1, and IP-10. Conclusion Cognitive symptoms are common after confirmed and assumed COVID exposure. We propose a framework for neuropsychiatric assessment and the use of adjuvant imaging and potential biomarkers.
ABSTRACT
Despite the greater need to treat and prevent depressive symptoms during the COVID-19 pandemic, little is known about how mindfulness interventions yield such results. This study used a microtrial design to explore whether a reduction in cognitive distortions could be the mechanism through which mindfulness produces improvements in depressive symptoms. The study also used a dismantling model to compare the effects of the physical practice and cognitive components of an online mindfulness intervention on cognitive distortions. It was hypothesized that the physical practice component, the cognitive component, and the interaction of the two would produce greater reductions in cognitive distortions than conditions without these components. The data did not support these hypotheses, but did establish that cognitive distortions can change after a short period of time.There was no evidence of differences in cognitive distortions based on the presence or absence of the physical practice component. Exploratory data analysis found that, from baseline to post-intervention, participants who received the physical practice component experienced a decrease in mindfulness, while those who did not experienced an increase in mindfulness. Taken together, these results can be explained by disproportionate lack of compliance with the physical practice component. Given the online administration, participants may have been less likely to engage with the physical practice component given that it involved more active participation and may have instead engaged in multi-tasking which reduced their present-moment awareness. Participants who received the cognitive component experienced greater increases in cognitive distortions from baseline to post-intervention as compared to those who did not receive the cognitive component. Exploratory data analysis found that participants who were higher in cognitive distortions pre-test who received the cognitive component showed greater increases in cognitive distortions from baseline to post-intervention as compared to those who did not receive the cognitive component. The focus on metacognition may have increased awareness of existing cognitive distortions or caused more cognitive distortions through self-recrimination after becoming aware of negative thought patterns. This may have been especially true among individuals with higher cognitive distortions at baseline. Participants who received both the physical practice and cognitive components showed smaller increases on self-esteem IAT scores from baseline to post-intervention, as compared to those in the cognitive condition and physical practice condition. These results could indicate detrimental effects from the extra cognitive instructions in the full intervention condition, amounting to an extended dose of the cognitive component. Future research should explore the effects of the cognitive component after multiple sessions. When individuals first engage in metacognition, a period of self-judgment may precede any long-term improvements. (PsycInfo Database Record (c) 2023 APA, all rights reserved)
ABSTRACT
By 11 March 2020, the phrase "COVID-19” had officially entered everyday life across most of the word. Each level of education suddenly faced new changes and new challenges. Emergency remote teaching became widespread, and new methodologies to deliver classes and courses were adopted by educational institutions. In this paper, we focus on the impact of the remote learning experience of engineering students enrolled at the Politecnico di Milano. The subjects were recruited from all engineering courses from the first to the fifth year and were asked to complete a multidimensional survey. The survey featured 66 items regarding the participants' perceptions of the challenges of emergency remote teaching compared with pre-COVID-19 in-person teaching. The questionnaire addressed six dimensions: the organization of emergency remote teaching, subjective well-being, metacognition, self-efficacy, identity, and socio-demographic information. In this paper, we describe the entire survey and discuss a preliminary analysis. Using Cronbach's alpha test, a confirmatory factor analysis, and the t-test, we performed a more in-depth analysis concerning the outcomes of metacognition and self-efficacy. The data analysis suggested a small, unexpected change in the metacognition strategies. The students, in some regards, improved their learning strategies. Some other answers underlined their appreciation of the courses' organization and the lack of relationships with their peers and teachers. © 2023 by the authors.
ABSTRACT
Pre-service teachers' problem-solving ability has been found to be limited by ineffective practices, level of domain knowledge, and low metacognitive awareness (Hogan & Rabinowitz, 2009). Yet, improvements are observed when they are trained on different aspects of problem solving and when they learn to apply design thinking (Henriksen & Richardson, 2017;Choi & Lee, 2009). This study adapted a creative problem-solving intervention in a teacher preparation course and trained students on the use of design thinking, creativity, and metacognitive strategies to solve a real-life, ill-defined, domain-specific problem. Using a two-group quasi-experimental design, the study examined the effects of the intervention on domain-general and domainspecific creative problem solving and self-reported metacognitive awareness. Students (N = 72) from three sections of an undergraduate Educational Psychology course were assigned to two conditions (experimental and control). The experimental group was exposed to a seven-week creative problem-solving intervention, while the control group completed seven problem-solving cases. Due to the COVID-19 pandemic, various modifications had to be made to the intervention program, especially to some of the design thinking practices and the delivery mode. For instance, the training modules were delivered online (asynchronously) which participants completed individually. Similarly, participants worked individually on the domain-specific problem. Design thinking practices such as empathizing, prototyping and testing were modified which might have impacted participants' performance.Between-group ANCOVAs were used to investigate the effects of the intervention on domain-general and domain-specific creative problem-solving and on metacognitive awareness.A MANOVA was conducted to explore the intervention effects on two components of domainspecific creative problem solving: originality and appropriateness. Multiple regressions were conducted to examine predictors of domain-specific creative problem solving. Findings showed mixed effects on divergent thinking, showing that those in the treatment group had higher scores on originality, but no significant differences were found on fluency and convergent thinking. Likewise, no significant differences were found in originality and appropriateness in domainspecific problem solving. Significant differences were detected in metacognitive awareness, favoring those in the experimental group. In addition, agreeableness positively predicted both originality and appropriateness in domain-specific creative problem solving;while GPA was a positive predictor of originality, and domain knowledge positively predicted appropriateness.Results suggest that the intervention had a positive effect on divergent thinking, specifically on originality but not on fluency and convergent thinking. Furthermore, the training led to significant changes in self-reported metacognitive awareness, but it did not have an effect on domain-specific creative problem solving. In terms of personality, higher agreeableness was associated with domain-specific problem solving. Similarly, a higher level of academic achievement supports the generation of more original ideas, while having more domain knowledge supports the production of more appropriate ideas. Implications for this research suggest that even if design thinking is learned individually and online, it is still effective in developing creativity. Nonetheless, future studies should consider the complexity of the domainspecific problem, participants' domain knowledge level, more comprehensive adaptations of design thinking, and possibly the inclusion of task-specific strategies or transfer training in their interventions. The role of agreeableness in domain-specific problem solving should be further investigated as well. (PsycInfo Database Record (c) 2023 APA, all rights reserved)
ABSTRACT
Due to precautions associated with the COVID-19 pandemic, many courses were forced to shift online, thus quickly increasing the prevalence of online courses and video-recorded lectures. Recent data on student learning indicate that student engagement suffers when courses are delivered virtually;anecdotally, this finding is an agreement with instructors' experiences. Perhaps the decrease in student engagement could be due to their involvement in other activities while they "attend" lectures online (e.g., doing dishes, folding laundry). In three experiments, I evaluated the impact of various factors that could be influencing learning online-specifically, I manipulated lecturer fluency, information modality, and feedback and measured their effect on students' metacognitive judgments and actual learning performance. All experiments were conducted online. In Experiment 1, lecturer fluency (fluent or disfluent) and information modality (audio or video) were manipulated in a repeated measures design (Time 1 and Time 2). Students in the fluent lecturer conditions not only reported higher judgments of learning (JOLs) but also performed better on a measure of actual learning compared to those in the disfluent lecturer conditions. Additionally, students performed better when they listened to the lectures rather than viewed them (i.e., an audio superiority effect was observed). Further, student-participants' reported lower JOLs and exhibited higher learning performance at Time 2 (versus Time 1). Therefore, Experiment 2 aimed to further explore the impact of instructional modality (replicating elements of Experiment 1) in addition to feedback. Participants were provided false positive feedback, false negative feedback or were not provided any feedback after being presented a video or audio lecture. As in Experiment 1, JOLs decreased while actual learning performance increased at Time 2. Additionally, there was a significant effect of false feedback on participants' JOLs. Participants that received false negative feedback demonstrated lower JOLs at Time 2 than those that did not receive any feedback. However, unlike Experiment 1, there were no significant effects of modality on JOLs or learning performance. I next sought to investigate how feedback would impact study choice. Thus, Experiment 3 was a replication of Experiment 2, but participants were asked whether they wanted to restudy the lecture material prior to taking a test at both Time 1 and Time 2 (with feedback only preceding their Time 2 choice). While there were no significant main effects of the manipulated variables (i.e., modality or feedback), participants that chose to restudy the materials showed increased learning performance compared to those that chose not to restudy. The findings from these three experiments have important implications for online learning. For instance, feedback might be ineffective in improving students' learning unless it is individually tailored and concrete. The results also indicate that courses should be designed such that the same test format is administered consistently. (PsycInfo Database Record (c) 2023 APA, all rights reserved)
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Present paper aims to extend the legitimacy of social cognition theory in the context of e-learning by examining the relationship between metacognition and critical thinking. In addition, we test the moderating effect of internet self-efficacy. We contextualize this study to e-learning as digital medium has become the new normal in post-Covid era. A sample set of 357 management professionals who have participated in e-learning recently was obtained, and collected data were analyzed using regression analysis. Our analysis confirms that metacognition is positively associated to critical thinking. The findings establish the need to provide management professionals with tools to develop metacognition as it promotes critical thinking prowess in the context of e-learning. © 2023 Wiley Periodicals LLC.
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The urgency of this research is to complement the theory of metacognitive failure to reveal the barriers to face-to-face mathematics learning. This research used a qualitative approach with a case study design. The subjects of this research have passed the Linear Program course, called S1 and S2. S1 who was at level 3 (strategic use) and S2 who was at level 1 (tacit use) both experience ED at the final stage of problemsolving. This ED causes partial metacognitive blindness. Metacognitive blindness only occurs when interpreting the results of the graph where the subject does not realize that the solution to the linear inequality that he does is infinite. The subject incorrectly identified the area that intersects the system of linear inequalities. Therefore, this phenomenon is referred to as partial metacognitive blindness. Partial metacognitive blindness is a special form of metacognitive blindness caused by the appearance of redflags in the verification stage. ED that occurs in S1 and S2 is caused by a lack of cognitive involvement during online learning. In this study, the use of technology, namely GeoGebra, cannot solve the problem. Therefore, further studies are needed especially regarding what prerequisites must be met by students before they use GeoGebra in learning.
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We investigated the mediator roles of risk factors (intolerance of uncertainty, negative metacognition, and negative prospections) and protective factors (positive prospections and psychological resilience) together on the link between COVID-19-related feelings and behaviors, thoughts, and precautions taken and psychological symptoms with an integrative approach in Turkey. The online sample consisted of Turkish adults. The results of path analyses indicated that feelings and behaviors related to COVID-19, thoughts about COVID-19, and precautions taken related to COVID-19 are significantly associated with intolerance of uncertainty. Intolerance of uncertainty is significantly associated with negative metacognition, negative and positive prospections, psychological symptoms, and psychological resilience. Negative metacognition, negative and positive prospections, and psychological resilience are significantly associated with psychological symptoms. Mediation analysis demonstrated that intolerance of uncertainty significantly mediated the relationship between feelings and behaviors related to COVID-19, thoughts about COVID-19, and precautions taken related to COVID-19 and negative metacognition, psychological resilience, positive and negative prospections, and psychological symptoms. Lastly, negative metacognition, psychological resilience, positive and negative prospections significantly mediated the relationship between intolerance of uncertainty and psychological symptoms. Implications for mental health providers are discussed.
ABSTRACT
The COVID-19 crisis has forced education systems around the world to switch hurriedly from learning in class to learning via online technology. One of the common platforms worldwide for teaching online was zoom. Working under uncertain conditions and facing rapid changes are characteristics of the twenty-first century. Coping adaptively with these challenges requires teachers to apply twenty-first century skills such as creativity and metacognition in their teaching. The purpose of the present study was to examine whether teachers integrate metacognition and creativity in their online lessons more than in classroom instruction. To examine the research question, we analyzed 50 lesson reports (25 for each learning environment) using a mixed-method design model. We used a performance assessment that was based on a creativity metacognitive teaching reports index. Teachers reported greater use of the 'debugging' metacognitive component in online lessons than in classroom lessons. Also, an online environment could provide a suitable platform for promoting students' learning process and encourage teachers to be more creative in terms of diversifying their teaching methods and developing student's creativity. However, the originality component of creativity was less pronounced in online lesson reports. These results can contribute to the field of blended learning and to the literature dealing with the adaptation of teaching to learning environments in the twenty-first century in general and during pandemics in particular.
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This study compared the effects of extracurricular synchronous computer-mediated communication (SCMC) and asynchronous computer-mediated communication (ASCMC) between students and teachers on students' digital reading performance at different frequencies. 392,269 samples from 53 countries/regions that participated in the Programme for International Student Assessment 2018 were collected. Multilevel regression analysis showed that SCMC negatively influenced digital reading performance across countries/regions. As the frequency decreased, the negative effect of SCMC diminished. In contrast, ASCMC at a moderately low frequency could facilitate digital reading performance in some countries/regions; however, as frequency increased, the positive effect became negative. These results showed that synchronicity played a role in predicting students' digital reading performance. This study also explored the mediating effect of metacognition with Nelson and Naren's metacognitive control-monitoring model. A multilevel mediation analysis proved that the effects of SCMC and ASCMC on digital reading performance were mediated by students' metacognition of assessing credibility. Practical implications and suggestions for students' self-paced learning were discussed with the purpose of promoting the effective use of extracurricular CMC between students and teachers and improving students' digital reading achievement in the post-COVID-19 pandemic era.