The Effect of Socially Shared Metacognitive Supports on Group Metacognition in Online Computing Courses

Abstract

This study aimed to investigate the influence of socially shared metacognitive (SSM) supports on the group metacognition levels of university students engaged in collaborative group work within online computing courses. Employing a quasi-experimental design, the research sought to compare the group metacognition levels of an experimental group receiving SSM support with a control group without such assistance. The primary objective was to shed light on the potential impact of SSM on enhancing metacognitive abilities in the context of online collaborative learning (CL). The analysis of the data revealed no significant differences in the dispersion or variability of the dependent variables between the experimental and control groups.