Metacognitive regulation contributes to digital text comprehension in E-learning

Burin, Débora Inés; González, Federico; Barreyro, Juan Pablo; Injoque‐Ricle, Irene

doi:10.1007/s11409-020-09226-8

Cited by 19 publications

(23 citation statements)

References 48 publications

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“…As discussed, in the literature, critical thinking is essential for efficacious outcomes in academic learning as well as at work. As metacognition has a strong association with critical thinking, it is imperative that individuals adopt strategies to enhance their metacognitive skills (Burin et al., 2020; Cummings, 2015; Gotoh, 2016; Zhang et al., 2015).…”

Section: Discussionmentioning

confidence: 99%

Need for metacognition and critical thinking in the e‐learning ecosystem: The new normal in post Covid era

Gupta

Bamel

2023

Glob Bus Org Exc

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Present paper aims to extend the legitimacy of social cognition theory in the context of e‐learning by examining the relationship between metacognition and critical thinking. In addition, we test the moderating effect of internet self‐efficacy. We contextualize this study to e‐learning as digital medium has become the new normal in post‐Covid era. A sample set of 357 management professionals who have participated in e‐learning recently was obtained, and collected data were analyzed using regression analysis. Our analysis confirms that metacognition is positively associated to critical thinking. The findings establish the need to provide management professionals with tools to develop metacognition as it promotes critical thinking prowess in the context of e‐learning.

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Section: Discussionmentioning

confidence: 99%

Need for metacognition and critical thinking in the e‐learning ecosystem: The new normal in post Covid era

Gupta

Bamel

2023

Glob Bus Org Exc

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“…They argue that implicit integration of metacognitive strategies may produce better results. Burin et al (2020) also indicated the possibility of metacognitive overload in learners that might have a negative effect on their performance. In this study, we considered the above contradictory findings and decided to evaluate the nature and level of the Pakistani learners' metacognitive awareness in English reading comprehension.…”

Section: E Ect Of Metacognitive Awareness On Readingmentioning

confidence: 98%

Modeling higher order thinking skills and metacognitive awareness in English reading comprehension among university learners

Aziz

Rawian²

2022

Front. Educ.

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This study aimed to examine the levels of Pakistani university learners' higher order thinking skills (HOTS) in English reading comprehension and to explore how explicit assessments of HOTS can reveal learners' strengths and weaknesses in reading as compared to the traditional assessment of reading. Secondly, the study analyzed the effect of learners' metacognitive awareness on reading on the relationship between their HOTS levels and reading performance. It used a mixed-method approach. In the quantitative phase, an explicit HOTS-based reading test was designed using Bloom's taxonomy. Using random stratified sampling, it was administered to the learners of Bachelor of Science in English (n = 200). Stratified sampling was performed for investigating the gender gap in HOTS levels. The learners' metacognitive awareness of reading was analyzed using Survey of Reading Strategies. Descriptive analysis, independent sample t-test, correlation analysis, and moderator analysis were conducted. It was found that the learners' HOTS levels correlated with their reading performance where creative skill was the strongest, and evaluating skill was the weakest. Metacognitive awareness of reading positively moderated the relationship between the learners' HOTS levels and reading performance. In the qualitative phase, purposive stratified sampling was applied. A subsample (n = 6) was extracted from the core sample based on the high, average, and low reading performance, and three groups were formed. A semi-structured interview was conducted to know learners' opinions on using HOTS-based assessment in reading and their cognitive and metacognitive abilities. The thematic analysis of the qualitative data revealed that three out of six learners did not approve of the way they were assessed by the university. They informed that they had issues with cognitive and metacognitive control of English texts. The findings revealed that the majority of learners suffered low HOTS levels in English reading. The study offers recommendations for English as a second language (ESL) teachers, assessors, and policymakers to improve learner performance to the possible optimal level, especially in underdeveloped contexts that use traditional reading assessments.

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“…Uno de los desafíos a atender en futuros trabajos deriva de las posibilidades y demandas que enfrentan los estudiantes al aprender en múltiples textos y con la mediación digital. Leer textos en contexto digital exige mayor autorregulación a los estudiantes (Burin et al, 2020), por lo que sostener la actividad a través de la acción educativa se vuelve muy relevante.…”

Section: Discusión Y Conclusionesunclassified

La enseñanza de la autorregulación en aulas de educación primaria

Ronqui

Sánchez

Trías

2021

Cuad. Investig. Educ.

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La enseñanza explícita de la autorregulación puede contribuir al mejoramiento de la comprensión de textos, aunque no parece tan extendida su implementación efectiva en las aulas de educación primaria. El objetivo es evaluar la incidencia de la enseñanza de estrategias de autorregulación del aprendizaje en la comprensión de textos escritos, mediante una intervención educativa implementada en el aula, para apoyar el aprendizaje académico que realizan escolares de quinto año a partir de textos en el área de ciencias sociales. Se espera determinar los efectos de la intervención también en los estudiantes con diagnóstico de dislexia. Participaron 69 escolares de 5.° año de un colegio de nivel socioeconómico medio-alto de Montevideo, y 20 de ellos presentaban diagnóstico de dislexia. Se realizó un estudio cuasi experimental con medidas pre-post y grupo de cuasi-control. El grupo experimental participó de una intervención en el aula a cargo de una maestra, enfocada en la enseñanza de estrategias de aprendizaje autorregulado en la comprensión lectora de textos informativos, y distribuida en doce sesiones de una hora cada una. Se administraron pruebas de comprensión de textos, autorregulación del aprendizaje y eficacia lectora. En las distintas comparaciones se utilizó la prueba ANCOVA así como estadísticos no paramétricos. Los participantes en la condición experimental aumentaron significativamente su puntuación en comprensión de textos y en autorregulación. En los niños con diagnóstico de dislexia del grupo experimental se observó un aumento significativo con respecto a su puntuación en autorregulación. Si bien la intervención en el aula beneficia al conjunto de los estudiantes, se discute sobre los efectos diferenciales de la enseñanza de la autorregulación. Las características de la intervención vuelven factible su implementación en el aula de educación primaria a la hora de abordar la comprensión y el aprendizaje a partir de textos.

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Metacognitive regulation contributes to digital text comprehension in E-learning

Cited by 19 publications

References 48 publications

Need for metacognition and critical thinking in the e‐learning ecosystem: The new normal in post Covid era

Need for metacognition and critical thinking in the e‐learning ecosystem: The new normal in post Covid era

Modeling higher order thinking skills and metacognitive awareness in English reading comprehension among university learners

La enseñanza de la autorregulación en aulas de educación primaria

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