The effect of individual and social metacognitive support on students' metacognitive performances in an online discussion

Michal Zion, Idit Adler, Zemira Mevarech

Research output: Contribution to journalReview articlepeer-review

17 Scopus citations

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 languageEnglish
Pages (from-to)50-87
Number of pages38
JournalJournal of Educational Computing Research
Volume52
Issue number1
DOIs
StatePublished - 3 Mar 2015

Bibliographical note

Publisher Copyright:
© The Author(s) 2015 Reprints and permissions: sagepub.co.uk/journalsPermissions.nav.

Funding

FundersFunder number
Bar-Ilan University
Israel Science Foundation

    Keywords

    • computer-supported collaborative learning
    • inquiry
    • metacognition
    • online discussion

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