Improvement of Teaching and Learning Experience by Online Course Diary Tool: Qualitative Exploration of Teachers’ Perspective

Abstract

Due to the rapid shift to online learning, it has become increasingly difficult for teachers to monitor students’ learning experiences. This paper analyzes teachers’ experiences with an online tool for monitoring students’ metacognitive states during the learning process. Through an open-ended questionnaire, we collected teachers’ aims for starting to use the tool and experienced benefits. Our results show that teachers use this tool to understand the learning status of students in greater depth and to adjust their teaching according to feedback collected during the course. Moreover, teachers reported receiving better quality summative course feedback after starting to use the tool.

Engineering students’ justifications for their selections in structured learning diaries

“…Earlier empirical studies have demonstrated a close relationship between the self-reported use of metacognitive strategies like monitoring and more sophisticated epistemic cognition (Bromme et al, 2010b). The SLD offers several means for monitoring strategies, e.g., monitoring one's competence on topics, perceived difficulty, and experienced emotions (Kivimäki et al, 2019;Kivimaki et al, 2021). We found that MS students differ from AJ and DS student profiles in their diary use.…”