Exploring Metacognition as Support for Learning Transfer

Scharff, Lauren; Draeger, John; Verpoorten, Dominique; Devlin, Marie; Dvořáková, Lucie; Lodge, Jason M.; Smith, Susan

doi:10.20343/5.1.6

Cited by 3 publications

(3 citation statements)

References 3 publications

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“…These strategies have also been studied across a variety of educational contexts, including studies on motivation to learn (e.g., Aydin, 2016), middle school online learning environments (e.g., Zhang et al, 2022), perceptions of fixed versus growth mindsets in relation to personal abilities and writing (Karlen & Compagnoni, 2017), and the impact of metacognitive strategy instruction, which had been shown by many (e.g., Apaydin, & Hossary, 2017;Birjandi & Rahimi, 2012;Maftoon & Fakhri Alamdari, 2020) to lead to improved learning outcomes. Given its demonstrated benefits on the promotion and transfer of learning (Scharff et al, 2017), metacognition is now considered a central tenant in the field of the Learning Sciences (University of Arizona, 2022) and is largely accepted as beneficial for learning across contexts.…”

Section: Literature Review Metacognitionmentioning

confidence: 99%

Second Language Listeners' Metacognitive Strategy Use

2023

TESOL Communications

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Metacognition is understood to have the ability to enhance learning, and previous research on second language (L2) learning has explored the relationship between listeners' proficiency and metacognitive strategy use. This quantitative study adds to the existing body of research and explores the underexamined relationship between L2 listening growth and metacognitive strategy use. To explore this potential relationship, 25 university-level learners of English as a second language completed the ACCUPLACER ESL listening test and the Metacognitive Awareness Listening Questionnaire (MALQ). There was no significant correlation found between metacognitive awareness and listening comprehension, nor between any metacognitive listening strategy and listening success or growth. However, findings suggest that more-proficient listeners use more metacognitive strategies, have higher person knowledge, and generally rely on more sophisticated strategies. Additionally, factors other than metacognitive awareness may also influence listeners' L2 proficiency and strategy use. Specific associations are explored, along with recommendations for educators and researchers.

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Section: Literature Review Metacognitionmentioning

confidence: 99%

Second Language Listeners' Metacognitive Strategy Use

2023

TESOL Communications

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“…"Metacognition refers to the ability to reflect upon, understand, and control one's learning" [81]. This is an important technique which enables learners to self-monitor and self-regulate to advance a skill set [80]. The aim of metacognition is to aid individuals in their awareness, allowing them to plan and monitor their learning, which can directly improve their performance [81].…”

Section: Metacognition Self-efficacy and Self-regulationmentioning

confidence: 99%

Toward a Framework for Teaching Artificial Intelligence to a Higher Education Audience

AllenBecky¹,

Stephen²,

DevlinMarie³

2021

ACM Trans. Comput. Educ.

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Artificial Intelligence and its sub-disciplines are becoming increasingly relevant in numerous areas of academia as well as industry and can now be considered a core area of Computer Science [ 84 ]. The Higher Education sector are offering more courses in Machine Learning and Artificial Intelligence than ever before. However, there is a lack of research pertaining to best practices for teaching in this complex domain that heavily relies on both computing and mathematical knowledge. We conducted a literature review and qualitative study with students and Higher Education lecturers from a range of educational institutions, with an aim to determine what might constitute best practices in this area in Higher Education. We hypothesised that confidence, mathematics anxiety, and differences in student educational background were key factors here. We then investigated the issues surrounding these and whether they inhibit the acquisition of knowledge and skills pertaining to the theoretical basis of artificial intelligence and machine learning. This article shares the insights from both students and lecturers with experience in the field of AI and machine learning education, with the aim to inform prospective pedagogies and studies within this domain and move toward a framework for best practice in teaching and learning of these topics.

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“…Perhaps this will involve modelling our own reflective practice, encouraging students to visually represent their learning through images, or exploring other modalities. Because metacognition has been positively correlated with transfer of learning as well, it is worth our time and energy to prioritize such reflective activities (Scharff et al, 2017). As with other aspects of authentic assessment, instructors will need to be creative with contextually relevant strategies to purposefully integrate metacognitive processes that may increase students' ability to reflect on and reapply the knowledge they have gained (Zizka, 2020).…”

Section: Kim: In Teacher Education We Encourage Our Students To Engage In Critical Reflection To Connect and Ground Their Learning Experimentioning

confidence: 99%

Conversations and Reflections on Authentic Assessment

Grant

Fedoruk

Nowell

2021

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In this paper, we describe how academic colleagues from different fields used a theoretical framework for authentic assessment as the starting point for meaningful conversations about our teaching practices. We re-envision Hutchings’ (2000) taxonomy of SoTL questions as a fluid conversational cycle rather than a system of classification. Using the eight elements of authentic assessment as outlined by Ashford-Rowe et al. (2014) as a theoretical framework, we engage with the research literature, reflect on what is and what works from our previous teaching and learning experiences, and propose ideas and questions for what is possible moving forward.

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Exploring Metacognition as Support for Learning Transfer

Cited by 3 publications

References 3 publications

Second Language Listeners' Metacognitive Strategy Use

Second Language Listeners' Metacognitive Strategy Use

Toward a Framework for Teaching Artificial Intelligence to a Higher Education Audience

Conversations and Reflections on Authentic Assessment

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