Using Metacognitive Awareness in Learning Vocabulary with Cloud-Based Immersive Technology

Poo, Soon Ming; Funn, Phung Li

doi:10.18178/ijiet.2017.7.2.852

Cited by 3 publications

(2 citation statements)

References 27 publications

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“…By instructing the participant in the metacognitive planning approach on the metacognitive awareness strategy before student learning, this technique has been shown to benefit the level of writing achievement. The student's ability to learn new terminology was also aided by their metacognitive awareness and connectivist learning (Aglina et al, 2020;Çini, Malmberg and Järvelä, 2020;Poo and Funn, 2017). Learning is metacognitively guided, intrinsically motivated, and strategically oriented in the context of self-regulated learning.…”

Section: Literature Reviewmentioning

confidence: 99%

Metacognitive Awareness and Attitude Towards Communicative Approach of Junior High School Students

Montillado¹,

Lovitos²

2023

Am. J. Multidis. Res. Innov.

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This study aims to establish the significance of the influence of metacognitive awareness to the attitude towards communicative approach of Junior High School students. In order to do so, this study employed the quantitative research design using the descriptive and correlational method. Using proportionate stratified random sampling, primary data were gathered through the distribution of printed survey questionnaires inserted along with their English Modules as part of the Printed Modular-Based Learning Modality given to 369 respondents from 18 Secondary Public Schools of Division of Davao del Sur. In addressing the hypotheses of the study, correlation analysis using Pearson product moment correlation and regression analysis using Sobel z test were used. The level of metacognitive awareness as perceived by Junior High School students is high while the attitude towards communicative approach was defined as moderate. Results also revealed metacognitive awareness to have significant relationship to attitude towards communicative approach among Junior High School students. This implies that level of metacognitive awareness associates to the nature of attitude towards communicative approach. Moreover, regulation of cognition is the domain that best influences the attitude towards communicative approach among Junior High School students.

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Section: Literature Reviewmentioning

confidence: 99%

Metacognitive Awareness and Attitude Towards Communicative Approach of Junior High School Students

Montillado¹,

Lovitos²

2023

Am. J. Multidis. Res. Innov.

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“…In a comparable setting, Poo and Funn (2017) employed a connectivist learning technique based on a cloud-learning environment for vocabulary learning.…”

Section: Studies Of Using Connectivism Theory To Develop Language Skillsmentioning

confidence: 99%

The Effect of a Connectivism -Based Program on Developing Secondary School Students' Communicative Writing Skills

Mohammedeen

Shehata

Ali

2023

Sohag University International Journal of Educational Research

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The current research aimed to explore the effect of a connectivism-based program on developing secondary school students' communicative writing skills. The study used a quasi-experimental research design. Thirty first-year secondary school students enrolled in Tema Secondary School for Girls, Sohag, Egypt, participated in the study for four weeks. The study instruments included a pre-post writing test which was divided into two types of writing: descriptive and narrative, and a scale for scoring writing (prepared by the researcher). Results of the study revealed that the students' post-performance of the writing test was better than their preperformance. The findings of the study indicated that using a connectivism-based program had positive effects on secondary school students' communicative writing skills. In the light of the findings of the study, recommendations and suggestions for further research were offered.

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Learning in Perspective of Connectivity: Learning Process, Principles and Learner Roles

TÜREGÜN ÇOBAN,

ÇEVİKER AY

2023

Düzce Üniversitesi Sosyal Bilimler Dergisi

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Gelişen teknoloji günlük hayatımıza her geçen gün daha fazla nüfuz etmektedir. Öğrenmenin formal ya da informal şekilde yaşam boyu devam etmesi ve teknolojiye kolay erişimle de yeni ortamlarda yeni şekillerde ve hatta kollektif şekillerde öğrenme yolları ortaya çıkmaktadır. Bu makale öğretim süreçlerini teknoloji destekli olarak yürütmek isteyen eğitimcilere bağlantıcılığı tanıtarak katkı sunmayı amaçlamaktadır. Derleme türündeki bu çalışmada, yurtdışı literatürde connectivism olarak adlandırılan bağlantıcılık bağlamında dinamik bilgi kavramı ve buna göre öğrenme süreci, ilkeleri ve öğrenen özellikleri yer almaktadır. Bağlantıcı öğrenmenin, gelişen teknolojiler ile internetin büyük bir öğrenme ortamına dönüşmesi sebebiyle ağlar üzerinde öğrenmeye dayalı kollektif bir yapısı vardır. Bağlantıcılık bilgiyi zengin, yapılandırılabilir ve anlık değişebilir yapıda görmektedir. Bilgi her an değişebilir. Bu durum öğrenmeyi bireylerin ağlar üzerinden bilgileri edindikleri ve başkalarıyla da paylaştıkları bir çeşit döngüye dönüştürür. Öğrenenler, bağlantıcı öğrenme ortamlarında aktif öğrenenlerdir, hem öğrenen hem de öğretici rollerinde olabilirler. Onlardan bilgi okuryazarlığı ve bağlantıcı öğrenmeye hazırbulunuşluk beklenmekte, özerk öğrenenler olmaları teşvik edilmektedir. Bu bağlamda öğretmenlere yöntem ve ortamlar ve öğretim tasarımının odağı konusunda öneriler getirilmektedir.

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Using Metacognitive Awareness in Learning Vocabulary with Cloud-Based Immersive Technology

Cited by 3 publications

References 27 publications

Metacognitive Awareness and Attitude Towards Communicative Approach of Junior High School Students

Metacognitive Awareness and Attitude Towards Communicative Approach of Junior High School Students

The Effect of a Connectivism -Based Program on Developing Secondary School Students' Communicative Writing Skills

Learning in Perspective of Connectivity: Learning Process, Principles and Learner Roles

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