Improving Student Metacognition through Online Discussions
Weekly, low-stakes “Metacognitive Cafe” discussions raise students’ awareness of how they learn and their level of understanding while underscoring the need to more actively engage with course materials. This page examines students’ participation in, and reaction to, these discussions.
OLC Accelerate Survey:
Example Metacognitive Café Questions:
Sample questions are posted in Google Drive.
Brown, Peter C., Henry L Roediger, Mark A McDaniel. Make it Stick: The Science of Successful Learning. 2014
Columbia University Center for Teaching and Learning – Metacognition
Dunning-Kruger Effect – Dunning, D. Advances in Experimental Social Psychology Volume 44, 2011, Pages 247-296.
Dweck, Carol S. Mindset: The New Psychology of Success. Random House Digital, Inc., 2008.
Garrison, D. R., Anderson, T., & Archer, W. Community of Inquiry – (2000). Critical inquiry in a text-based environment: Computer conferencing in higher education model. The Internet and Higher Education, 2(2-3), 87-105.
Google Help: Embedding survey results from Forms into Slides
Karpicke, J. D., & Roediger, H. L. III. (2007). “Expanding retrieval practice promotes short-term retention, but equally spaced retrieval enhances long-term retention.” Journal of Experimental Psychology: Learning, Memory, and Cognition, 33(4), 704-719.
Lang, James M. Small Teaching: Everyday Lessons from the Science of Learning. 2016
Miller, Michelle D. Minds Online: Teaching Effectively with Technology. 2014
Neuromyths Quiz – a Google Form
OSCQR Online Course Quality Standards – http://oscqr.org/interaction/
Taylor, K., & Rohrer, D. (2010). The effects of interleaved practice. Applied Cognitive Psychology, 24(6), 837-848.)
Woolridge, Cindy. Studying with Distractions.
Woolridge, Cindy. “The Combined Power of Sleep and Learning Strategies“
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“Community building should be emphasized not just for the sense of togetherness it provides students, but because it also helps keep the students in the class, promotes full engagement in the class activities, facilitates effective collaborative learning, and encourages continued communication after the course or program is complete.” – Brown, R. E. (2001). The process of community-building in distance learning classes. Journal of Asynchronous Learning Networks, 5(2), 18-35.
Past presentation: Metacognitive Cafe, May 2018
Student post/feedback: My Most Favorite Online Classes at GCC