Metacognitive Knowledge and the Self as Socially Distanced Online Learner: A Virtual Reality Assisted Analysis of Academic Self-Concept

Abstract

With online learning solutions responding to the novel coronavirus pandemic, it is important for educational technologists and other practitioners to understand how learners are experiencing the demands of socially distanced online learning and how they conceive of themselves within distant spaces and digital communities. Research into the metacognitions of learners provides a non-technocratic focal point through which such information can be extracted. Framing learner self-beliefs as a form of metacognitive knowledge, the current article presents a virtual-reality-assisted thematic analysis into the self-appraisals of 210 socially distanced online learners at a Japanese university. The study focuses on the discursive rationalizations expressed in service of the academic self-concept. Four themes were identified in the data: formal assessment, affect and emotion, self-regulation, and transformative awareness. Such research provides educators with a platform for pedagogical intervention and course design considerations relative to the challenges of the online learning experience.

Impact of Self-Concept, Self-Imagination, and Self-Efficacy on English Language Learning Outcomes Among Blended Learning Students During COVID-19

“…The plausible reason for this positive relationship in students might be that the selfimagination encourages students' cognitive process so that they can understand situation and improve their ELLO. Similarly, selfappraisal can provide foundations in online distance learning situations through meta-cognition in improving learning among learners (Rivers et al, 2021). Self-imagination in English courses proved to be a significant predictor of ELLO.…”

“…Biyikl (2021) argued increased academic self-concept led to improved scores in language-learning strategies such as verbal skills. Rivers et al (2021), highlighted the role of virtual reality for socially isolated learners during the COVID-19 pandemic, and concluded that online learning solutions is significant for a virtual reality assisted analysis of academic self-concept among online learners at a Japanese university. Similarly, Moyer (2018) explains that selfconcept is a key obligation for language learning outcomes.…”

“…Similarly, It has been discussed that teachers need to design learning environments and encourage them to engage their self-imagination in learning (Murray, 2011). It is essential to understand how self-imagination improves ELLO through blended learning (Rivers et al, 2021).…”

Development and Validation of an Autonomy Questionnaire for Chinese Adolescents From the Perspective of Network Culture

“…The existence of diverse selves in cyberspace has brought unprecedented challenges to the autonomy development of humans ( Boniel-Nissim et al, 2022 ; Hayes, 2022 ). The diverse self-expression ( Throuvala et al, 2019 ; Duvenage et al, 2020 ), the consistency between online and offline ( Rivers et al, 2021a ; Achterhof et al, 2022 ), the correction of alienated selves ( Coyne et al, 2019 ), and the avoidance of various false selves ( Goke et al, 2021 ; Rivers et al, 2021b ) have become new issues of self-development faced by the adolescents in the Internet era. In this study, the literature on autonomy worldwide was reviewed and compared to further explore adolescents’ autonomy in the context of network culture.…”

“…The uniqueness of cyberspace gives a new meaning to autonomy. On the one hand, the plurality and convenience of the Internet give adolescents more space for autonomous choices ( Goke et al, 2021 ; Rivers et al, 2021b ). They can use the Internet to cultivate their awareness of information and capabilities in information integration, as well as improve their problem-solving skills ( Uzun and Kilis, 2019 ; Sun et al, 2022 ).…”