A virtual classroom accessed and participated in via technologies such as learning management systems (Blackboard), multimedia resources, web-based lessons (SoftChalk), etc.
Published in Chapter:
The Value of Metacognition and Reflectivity in Computer-Based Learning Environments
Sammy Elzarka (University of La Verne, USA), Valerie Beltran (University of La Verne, USA), Jessica C. Decker (University of La Verne, USA), Mark Matzaganian (University of La Verne, USA), and Nancy T. Walker (University of La Verne, USA)
Copyright: © 2016
|Pages: 32
DOI: 10.4018/978-1-4666-9441-5.ch005
Abstract
The purposes of this chapter are threefold: to explore the research on and relationships among metacognition, reflection, and self-regulated learning; to analyze students' experiences with metacognition, reflection, and self-regulated learning activities in computer-based learning (CBL) courses; and to provide strategies that can be used in a CBL environment to promote students' metacognition, reflection, and self-regulation. A review of underlying frameworks for and prior study findings in metacognition and reflection are presented. Case study findings are also described and form the basis for the suggested strategies. The value and implications of using such strategies are also offered. Finally, future research should address the teaching of metacognition and reflection in CBL environments with an emphasis on real world application.