The effect of individual and social metacognitive support on students' involvement in the inquiry process, as expressed by their online dynamic inquiry performances

M. Zion; Idit Adler; Zemira Mevarech

The effect of individual and social metacognitive support on students' involvement in the inquiry process, as expressed by their online dynamic inquiry performances

M. Zion
, Idit Adler
, Zemira Mevarech

Research output: Contribution to conference › Paper › peer-review

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.

Original language	American English
State	Published - 2015
Event	The first international self-regulated learning (SRL) workshop - Ramat Gan, Israel Duration: 1 Mar 2015 → 1 Mar 2015

Conference

Conference	The first international self-regulated learning (SRL) workshop
Country/Territory	Israel
City	Ramat Gan
Period	1/03/15 → 1/03/15

Conference Contributed
Zion, M. (Invited speaker)
1 Mar 2015
Activity: Talk or presentation › Invited talk

Cite this

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title = "The effect of individual and social metacognitive support on students' involvement in the inquiry process, as expressed by their online dynamic inquiry performances",

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.",

author = "M. Zion and Idit Adler and Zemira Mevarech",

year = "2015",

language = "American English",

note = "The first international self-regulated learning (SRL) workshop ; Conference date: 01-03-2015 Through 01-03-2015",

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The effect of individual and social metacognitive support on students' involvement in the inquiry process, as expressed by their online dynamic inquiry performances. / Zion, M.; Adler, Idit; Mevarech, Zemira.
2015. Paper presented at The first international self-regulated learning (SRL) workshop, Ramat Gan, Israel.

Research output: Contribution to conference › Paper › peer-review

TY - CONF

T1 - The effect of individual and social metacognitive support on students' involvement in the inquiry process, as expressed by their online dynamic inquiry performances

AU - Zion, M.

AU - Adler, Idit

AU - Mevarech, Zemira

PY - 2015

Y1 - 2015

N2 - 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.

AB - 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.

M3 - Paper

T2 - The first international self-regulated learning (SRL) workshop

Y2 - 1 March 2015 through 1 March 2015

ER -

The effect of individual and social metacognitive support on students' involvement in the inquiry process, as expressed by their online dynamic inquiry performances

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