Learning from Their Own Learning: How Metacognitive and Meta-affective Reflections Enhance Learning in Race-Related Courses

Chick, Nancy; Karis, Terri A.; Kernahan, Cyndi

doi:10.20429/ijsotl.2009.030116

Cited by 61 publications

(60 citation statements)

References 29 publications

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“…Quantitative and qualitative methods may be used sequentially or concurrently with the goal of bringing together differing, complementary forms of data. Thus mixed methods research can provide a better understanding of research problems than neither qualitative nor quantitative approaches alone allow (Chick, Karis, & Kernahan, 2009;McKinney, 2007;Morse, 1991) and can provide more in-depth focus on selected interests within a study (Creswell, 2012). Furthermore, when working with people, like students or academics, scholars have found advantages in combining aspects of qualitative and quantitative research, as drawing data from various perspectives can provide a richer overall picture of why and how a particular teaching strategy may influence learning (Chick, 2013).…”

Section: Conceptualising Sotl Research: Mixed-methods Approachmentioning

confidence: 99%

Research Approaches in Scholarship of Teaching and Learning Publications: A Systematic Literature Review

Divan

Ludwig

Matthews

et al. 2017

TLI

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The Scholarship of Teaching and Learning (SoTL) has been described as the fastest growing academic development movement in higher education. As this field of inquiry matures, there is a need to understand how SoTL research is conducted. The purpose of our study was to inform this debate by investigating research approaches used in SoTL publications. We analysed 223 empirical research studies published from 2012 to 2014 in three explicitlyfocused SoTL journals. We classified the studies as either qualitative, quantitative, or mixed methods using an analytical framework devised from existing literature on research methods. We found that the use of the three research designs was fairly evenly distributed across the papers examined: qualitative (37.2%), quantitative (29.6%), and mixed methods (33.2%). However, there was an over-reliance on data collection from a single source in 83.9% of papers analysed, and this source was primarily students. There was some, but limited, evidence of the use of triangulation through the use of multiple data collection instruments (e.g. survey, assessment tasks, grade databases). Similarly, only one-third of publications classified as mixed methods integrated the analysis and interpretation of the qualitative and quantitative data equally within the study. We conclude that current SoTL research is characterised by methodological pluralism but could be advanced through inclusion of more diverse approaches, such as close reading, and adoption of strategies known to enhance the quality of research, for example, triangulation and visual representation.

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Section: Conceptualising Sotl Research: Mixed-methods Approachmentioning

confidence: 99%

Research Approaches in Scholarship of Teaching and Learning Publications: A Systematic Literature Review

Divan

Ludwig

Matthews

et al. 2017

TLI

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show abstract

“…Prior research suggests metacognition is akin to constructs like learning to learn (Hoskins & Fredriksson, 2008) (Higgins, Baumfield, & Hall, 2007), reflective practice (Moon, 2001), selfregulated learning (Isaacson & Fujita, 2006) and situational awareness (Salomon & Perkins, 2007). Metacognition has been shown to facilitate many learning processes, including the ability to manage complex tasks (Veenman & Beishuizen, 2004) and learning involving emotionally-charged subjects (Chick, Karis, & Kernahan, 2009). Metacognition can also support improved learning efficiency (Case & Gunstone, 2002).…”

Section: Some Ways Metacognition Supports Transfermentioning

confidence: 99%

Exploring Metacognition as Support for Learning Transfer

Scharff

Draeger

Verpoorten

et al. 2017

T&LI

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The ability to transfer learning to new situations lies at the heart of lifelong learning and the employability of university graduates. Because students are often unaware of the importance of learning transfer and staff do not always explicitly articulate this expectation, this article explores the idea that metacognition (intentional awareness and the use of that awareness) might enhance the development of learning transfer. Our exploratory study includes results from a survey of 74 staff and 118 students from five institutions in Australia, Belgium, UK, and USA. Our data indicate that many staff and a majority of students do not have a clear understanding of what learning transfer entails, and that there are many mismatches between staff and student perceptions, attitudes, and behaviors regarding learning transfer. This helps explain why learning transfer does not occur as often as it could. We found significant positive correlations between thinking about transfer and thinking about learning processes and the likelihood to use awareness of metacognition to guide practice. Our findings suggest a positive relationship between metacognition and learning transfer. Implications for the scholarship of teaching and learning are discussed.

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“…The significance of their learning (Chick, Karis, & Kernahan, 2009), which was recognised by the students during or after their experiences (Kolb, 1984;Kolb et al, 2002), was identified as both multicultural (Fink, 2003;Hutchins, 1996;Kilgour, 2013) and sociocultural learning (Berkhofer, 2008;de Groot, 2009). These aspects of transformative learning were aligned closely to the multidimensionality offered by holistic experiential learning theories.…”

Section: Theoretical Framework Of the Studymentioning

confidence: 99%

Engaging in Deep Cultural Learning through the Intersection of Multiple Contexts

Northcote

Kilgour

Reynaud

et al. 2014

AJTE

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Learning from Their Own Learning: How Metacognitive and Meta-affective Reflections Enhance Learning in Race-Related Courses

Cited by 61 publications

References 29 publications

Research Approaches in Scholarship of Teaching and Learning Publications: A Systematic Literature Review

Research Approaches in Scholarship of Teaching and Learning Publications: A Systematic Literature Review

Exploring Metacognition as Support for Learning Transfer

Engaging in Deep Cultural Learning through the Intersection of Multiple Contexts

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