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The Value of Metacognition and Reflectivity in Computer-Based Learning Environments

The Value of Metacognition and Reflectivity in Computer-Based Learning Environments

Sammy Elzarka, Valerie Beltran, Jessica C. Decker, Mark Matzaganian, Nancy T. Walker
Copyright: © 2016 |Pages: 32
ISBN13: 9781466694415|ISBN10: 1466694416|EISBN13: 9781466694422
DOI: 10.4018/978-1-4666-9441-5.ch005
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MLA

Elzarka, Sammy, et al. "The Value of Metacognition and Reflectivity in Computer-Based Learning Environments." Handbook of Research on Technology Tools for Real-World Skill Development, edited by Yigal Rosen, et al., IGI Global, 2016, pp. 105-136. https://doi.org/10.4018/978-1-4666-9441-5.ch005

APA

Elzarka, S., Beltran, V., Decker, J. C., Matzaganian, M., & Walker, N. T. (2016). The Value of Metacognition and Reflectivity in Computer-Based Learning Environments. In Y. Rosen, S. Ferrara, & M. Mosharraf (Eds.), Handbook of Research on Technology Tools for Real-World Skill Development (pp. 105-136). IGI Global. https://doi.org/10.4018/978-1-4666-9441-5.ch005

Chicago

Elzarka, Sammy, et al. "The Value of Metacognition and Reflectivity in Computer-Based Learning Environments." In Handbook of Research on Technology Tools for Real-World Skill Development, edited by Yigal Rosen, Steve Ferrara, and Maryam Mosharraf, 105-136. Hershey, PA: IGI Global, 2016. https://doi.org/10.4018/978-1-4666-9441-5.ch005

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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.

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