A Systematic Review of Group Metacognition Researches on Online and Face-to-Face Learning Environments

Abstract

Group metacognition entails a collective comprehension of the cognitive processes and collaborative problem-solving mechanisms inherent within a group. In a systematic review of 54 studies, this investigation discerned the manifold advantages stemming from the cultivation of group metacognition. Notably, the import of group metacognition extends particularly saliently to academically underperforming students, facilitating the refinement of social acumen, emotional regulation, and scholarly achievements. Moreover, the research scrutinized the operational dynamics of group metacognition within both virtual and physical learning environments, yielding distinct strategies tailored to each context. Additionally, this study unveiled a symbiotic relationship between effective collaboration and the enhancement of group metacognitive processes. The inquiry also engaged in a meticulous examination of determinants influencing group metacognition, including group dimensions, composition, task complexity, and temporal constraints. This exploration underscores the imperatives of customized interventions that duly account for these influential variables to ensure efficacy. Furthermore, the study expounded upon the evolutionary trajectory of research in the domain of group metacognition, detailing methodological approaches and pivotal insights accrued over time. Essentially, the research aims to clarify how group metacognition works and how it helps groups work together better and improve learning, going beyond specific situations.