An Exploration of Metacognition in Asynchronous Student-Led Discussions: A Qualitative Inquiry
Research is limited on how metacognition is facilitated and manifested in socially situated online learning environments such as online discussion forums. We approached metacognition as the phenomenon of interest with a methodological objective to evaluate the relevance of a metacognition construct. We also had a content objective to study student-led facilitation of discussions as a strategy in promoting metacognition. The purpose of this study was to explore: (1) where metacognition is evident in student- led online discussions and (2) how students’ experiences leading and participating in student-led online discussions relate to their awareness of learning. Content analysis was used to analyze discussion forum transcripts and interpretative phenomenological analysis (IPA) was used to analyze responses to an open- ended questionnaire. We concluded the metacognition construct was useful in helping us understand and organize the data and student-led online discussions can be an effective strategy for helping students develop dimensions of metacognition including knowledge, monitoring, and regulation. However, in order for students to use these skills effectively, instruction, motivation, and guidance are needed— particularly in relationship to the regulation of metacognition and co-construction of meaning.
Journal of Asynchronous Learning Networks
