The Effect of Individual and Social Metacognitive Support on Students' Metacognitive Performances in an Online Discussion

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...

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Bibliographic Details
Published inJournal of educational computing research Vol. 52; no. 1; pp. 50 - 87
Main Authors Zion, Michal, Adler, Idit, Mevarech, Zemira
Format Journal Article
LanguageEnglish
Published Los Angeles, CA SAGE Publications 01.03.2015
Subjects
computer-supported collaborative learning
online discussion
inquiry
metacognition
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Summary: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.
ISSN:0735-6331
1541-4140
DOI:10.1177/0735633114568855