Collaborative Learning in an Information Literacy Course: The Impact of Online Versus Face-to-face Instruction on Social Metacognitive Awareness

Rapchak, Marcia

doi:10.1016/j.acalib.2018.03.003

Cited by 34 publications

(27 citation statements)

References 42 publications

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“…Another finding obtained in the study is that the level of metacognitive awareness is a predictor of readiness for online learning. This finding is consistent with previous research findings in the literature (Margottini & Rossi, 2020;Rapchak, 2018). Pellas (2014) found a positive relationship between the metacognitive awareness levels of students registered in online learning at a university and their attitudes towards online learning.…”

Section: Discussionsupporting

confidence: 93%

“…One of the benefits of this age for people is the spread of online learning environments beyond a specific and limited learning environment. Metacognitive awareness is an important component for online learning (Rapchak, 2018). Metacognition is especially consequential for online learners because completing online courses requires the ability to regulate one's own learning and to stay motivated to end coursework (Lee et al, 2013).…”

Section: Self-directed Learningmentioning

confidence: 99%

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The Role of Self-directed Learning, Metacognition, and 21st Century Skills Predicting the Readiness for Online Learning

Karataş

Arpacı

2021

CONT ED TECHNOLOGY

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This study investigated role of the self-directed learning skills, metacognitive awareness, and 21st century skills and competences in predicting readiness for online learning during the COVID-19 pandemic. 21st Century Skills and Competences Scale, Self-Directed Learning Skills Scale, Metacognitive Awareness Inventory, and Readiness for Online Learning Scale were used to collect data from 834 prospective teachers. Structural equation modelling (SEM) results indicated that self-directed learning skills, metacognitive awareness, and 21st century skills and competences positively predict prospective teachers' readiness for online learning. These findings suggested that enhancing prospective teachers' self-directed learning, metacognitive awareness, and 21st century skills and competences may promote their readiness for online learning.

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Section: Discussionsupporting

confidence: 93%

Section: Self-directed Learningmentioning

confidence: 99%

The Role of Self-directed Learning, Metacognition, and 21st Century Skills Predicting the Readiness for Online Learning

Karataş

Arpacı

2021

CONT ED TECHNOLOGY

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“…In a learning process, there are many possibilities for teachers to develop collaboration skill through collaborative learning experiences created in accordance with learning objectives both in online or offline learning activity (Rapchak, 2018), for example: a teacher provides authentic project-based activities to students to be conducted collaboratively together in groups. There have actually been various collaborative learning techniques that can be used by teachers, such as role play, jigsaw, think pair share, roundtable and many other cooperative learning techniques.…”

Section: Inroductionmentioning

confidence: 99%

The Presence of Collaboration Skill in Elt Class

Sudinpreeda

Mutohhar

Nurcahyo

et al. 2020

PRO

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One of the skills that must be possessed in the 21st century is collaboration skill. It requires teachers to present or provide it in the learning process, so that later students are expected to be able to implement it in their real life. The study reported in this paper aims to describe the implementation of collaboration skill in the process of teaching and learning. The data collected by means of close-ended questionnaires and guided interview that were administered to 125 freshman students of the English Education Department of Universitas Muria Kudus. The result shows that 84% of the students said that the teacher has implemented the collaboration skill, however from 84%, only 48% is categorized as instructionally effective. It is suggested that the teachers should manage some instructions and control how the instructions are executed. Keywords: 21st century skills, collaboration skill, effective instruction.

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“…Empathy, or “the ability to understand other people's emotions” (Nikolajeva, , p. 249), is another prerequisite. The group must possess social metacognition, or “the ability to regulate group learning” (Rapchak, , p. 384).…”

Section: Socioemotional Learning and Literacymentioning

confidence: 99%

“We Listened to Each Other”: Socioemotional Growth in Literature Circles

Venegas¹

2019

The Reading Teacher

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Literature circles undoubtedly foster literacy, but successful participation in literature circles requires students’ social and emotional competence. The author presents findings from a study of a fifth‐grade student who demonstrated socioemotional growth while participating in literature circles. Specifically, growth in intrapersonal and interpersonal skills such as self‐management, social awareness, social metacognition, and empathy were evident. These findings suggest that literature circles foster not only literacy but also socioemotional learning.

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Collaborative Learning in an Information Literacy Course: The Impact of Online Versus Face-to-face Instruction on Social Metacognitive Awareness

Cited by 34 publications

References 42 publications

The Role of Self-directed Learning, Metacognition, and 21st Century Skills Predicting the Readiness for Online Learning

The Role of Self-directed Learning, Metacognition, and 21st Century Skills Predicting the Readiness for Online Learning

The Presence of Collaboration Skill in Elt Class

“We Listened to Each Other”: Socioemotional Growth in Literature Circles

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