The Effect of the Metacognitive Support via Pedagogical Agent on Self-Regulation Skills

Abstract

Flipped Classroom (FC) has become an increasingly popular model in many disciplines in today's educational system. In order for the FC model to be effective, it is important for the student to have self-regulation skills. It is especially important that students have advanced self-regulatory skills so that the online learning process of the FC model can be successfully completed. It is believed that the metacognitive support (MS) provided by the pedagogical agent during the online process of the FC model will contribute to the development of self-regulation skills of the students. The purpose of this research is to examine the impact of MS via pedagogical agent in the FC model on students' self-regulation skills.The research was carried out according to experimental design, and the participants of the research consist of 102 university students. The data of the study were collected using self-regulated learning scale. As a result of the research, it was seen that the students of the experimental group who were provided MS with the pedagogic agent were found to have a statistically significant higher level of self-regulation skills than the control group students who were not provided with MS. Several suggestions have been made for the use of pedagogical agent-assisted MS in the design of FC courses.

Divergent Thinking: The Performance of Students with Visual Impairments on Abstract and Scenario-Based Tasks and Their Correlates

“…It is well known that academic success is correlated with divergent thinking in general (Anwar et al, 2012; Özdas & Batdi, 2017). In addition, good thinking skills (e.g., metacognition) are associated with being a self-regulated learner (Karaoglan Yilmaz et al, 2018). Similarly, in this study, a positive relationship between divergent thinking was found with teacher ratings of academic independence, operationally defined as the level of support a student needed to complete assignments and tasks.…”

Enhancing community of inquiry and reflective thinking skills of undergraduates through using learning analytics‐based process feedback

“…LA is one of the means that can be used to provide metacognitive support to learners (Gaševi c, Dawson, & Siemens, 2015;Karaoglan Yilmaz et al, 2018). Through LA, it is possible to report on how many times learners use online learning environments, which contents they examine, which topics they mostly study or not, which subjects they learn based on the scores in the quizzes as well as which subjects they have difficulty in learning (Schwendimann et al, 2016).…”

“…Therefore, those with a lack of self‐directed learning skills do not know what they must do in learning environments, and need external support, guidance and clues for learning. In this sense, providing metacognitive support is of great importance in online learning environments (Dillenbourg, 2002; Jermann & Dillenbourg, 2008; Karaoglan Yilmaz et al, 2018). The main purpose of providing metacognitive support is to enable learners to focus on their own learning processes at the beginning of the learning process (for planning), during the learning process (for supervising) and at the end of the learning process (for evaluation).…”

“…It is also significant for the effectiveness of the online processes of the FC model. For this purpose, LA can be used in online learning environments (Karaoglan Yilmaz, Olpak, & Yilmaz, 2018). LA can matter in terms of reporting the students' behaviours during online course processes and delivering these to students themselves.…”

“…On the other hand, it is thought that recommendations and guidance feedback based on LA results will increase the students' self‐awareness levels about their own learning processes (Karaoglan Yilmaz et al, 2018), thereby developing their reflective thinking skills. Wilson and Jan (1993) assert that reflective thinking involves self‐inquiry and self‐evaluation of an individual following learning experience.…”