Promoting metacognitive reflection: a work proposal

P omo ing me acogni i e e lec ion: a wo k p oposal Goulão, Ma ia de Fá imaa ; Ce ezo Menéndez, Rebecab a Uni e sidade Abe a / UIEDF-IE, UL , Po ugal; b Depa men o Psychology, Uni e si y o O iedo, Spain Abs ac The me acogni ion as a sel - egula o y s a egy p esen s i sel as an essen ial elemen in he whole p ocess o lea ning. Lead s uden s o e lec on hei way o lea ning and hei s a egies, p omo es in hem his sel -awa eness and his abili y o sel - egula ion ha a e e y impo an o help hem become "expe lea ne s". I was wi h his aim ha we s uc u ed a cou se p io o he s a o s uden s’ academic ac i i ies, en e ing o he i s ime in a deg ee a uni e si y. This wo k seeks o desc ibe he aims, he s uc u e, and he de elopmen o his same cou se en i led "lea n how o lea n", as well as wi h some hough s on how i ook place. Keywo ds: me acogni ion, online lea ning, adul s, lea ning sel - egula ion 2nd In e na ional Con e ence on Highe Educa ion Ad ances, HEAd’16 Uni e si a Poli ` ecnica de Val` encia, Val` encia, 2016 DOI: h p://dx.doi.o g/10.4995/HEAd16.2016.2669 This wo k is licensed unde a C ea i e Commons License CC BY-NC-ND 4.0 Edi o ial Uni e si a Poli ` ecnica de Val` encia 228 P omo ing me acogni i e e lec ion: a wo k p oposal 1. In oduc ion S uden s’ pe manence o ailu e in online educa ion sys em is a subjec ha conce ns all hose who wo k in his ype o lea ning sys em. Woodley and Simpson (2004) say ha “mos s uden s d op ou because o educed mo i a ion, and ha he i s hing s uden s do when hey a e losing mo i a ion is o s op isi ing web-si es, wa ching podcas s, and so on” (page 465). One o he causes o his possible demo i a ion may be due o he ine ec i eness o s a egies used by he s uden s o wo k he scien i ic con en . Rado an (2011) ound in his s udy a s ong ela ion be ween mo i a ion, he ask alue, sel -e icacy, and he e o o au o- egula e s a egies. Au o- egula ion o lea ning is a p imo dial ac o o an ac i e con ol o he lea ning p ocess. The esul s o Macejka’s s udy (2014) poin ou ha s uden s wi h a mo e in e n o ien a ion use me acogni i e egula ion s a egies mo e equen ly. These s a egies become mo e sophis ica ed h oughou hei lea ning pace. I is ex emely impo an make s uden s hink o e hei lea ning s a egies, so ha hey become mo e au onomous and mo e expe in hei lea ning p ocess, and he eby ensu ing hei mo i a ion and consequen e en ion and academic success. 2. Wo k p oposal In his chap e we a e going o p esen he a gumen s and he unde lying s uc u e o he design o his module. 2.1. Con ex In he p e ious chap e , we desc ibed he impo ance o me acogni i e knowledge and o sel - egula ion in he lea ning p ocess. Since ou wo k was de eloped wi hin a e y speci ic lea ning con ex , we a e going o desc ibe some online lea ning cha ac e is ics. This lea ning sys em is cha ac e ized by he absence o spa ial empo al cons ain s. The eby, he lea ning p ocess occu s wi hou being p esen in he same space and a he same ime he di e en agen s (s uden s and p o esso s). The lea ning en i onmen s a e o ganized in a way ha s uden s can each hem in any pa and a any momen , acco ding o hei a ailabili y. Wi hin a i ual class, in e ac ions a e s uc u ed asynch onously in o de o allow e e yone o pa icipa e acco dingly o hei a ailabili y. This sys em allows o ha e s uden s om di e en places o he wo ld, c ea ing eal lea ning and in e ac ion ne wo ks. This in e ac ion is done in wo ways – be ween knowledge and be ween people. Online lea ning is a social p ocess which should acili a e collabo a ion, in e ac ion be ween people and con en s, and implies changes be ween he di e en agen s in he p ocess – o ganiza ion, p o esso s, and s uden s. Implies a change in hei oles and in he way hey ela e wi h hemsel es, and implies ha con en s a e app op ia ed. These changes a e implemen ed in he s uc u ing plan and planning cou ses and cu icula, assessmen This wo k is licensed unde a C ea i e Commons License CC BY-NC-ND 4.0 Edi o ial Uni e si a Poli ` ecnica de Val` encia 229 Goulão, M.de F.; Ce ezo Menéndez, R. sys ems, ways o eaching and lea ning, goals o achie e, among o he s. So we can say ha i is expec ed ha s uden s a e able o plani y hei s udy in o de o econcile o o he aspec s o hei li es; being able o ead and w i e in an adequa e way, looking in an e ec i e way in o hei in o ma ion sou ces. I is also expec ed ha hey a e able o in e ac wi h hei pee s, in i ual class en i onmen , c ea ing hei own lea ning ne wo ks. Acco ding o B indley (2004) Acco dingly, s udying a a dis ance equi es ma u i y, a high le el o mo i a ion, capaci y o mul i- ask, goal- di ec edness, and he abili y o wo k independen ly and coope a i ely. (page 287). In o de o ensu e ha his happens, i is necessa y o ind ways o help s uden s main ain hei mo i a ion and o eac i a e he emaining compe ences. Acco ding o di e en au ho s, he ole played by he s uc u es ha suppo s uden s has become c ucial o keep hei mo i a ion, hei e o and hei success (B indley, 2004; LaPadula, 2003; Mills, 2003; Simpson, 2002). The p o esso plans and s uc u es he lea ning en i onmen in an open and lexible way, wi h di e si ied communica ion esou ces and channels, wi h dynamic and mo i a ing eaching ma e ials. This aims o co e a g ea e numbe o lea ne s ea u es and lea ning s yles; o guide he s uden lea ning in o de o de elop he abili y o lea n how o lea n (me acogni i e e lec ion), he abili y o sel - egula ion o lea ning and, wi h his, he abili y o being au onomous as a lea ne . These cha ac e is ics a e no only essen ial o a ce ain momen as a lea ne , bu also should be pa o essen ial skills in oday's socie y. Tha is, a li elong lea ning socie y. Online lea ning means ha he lea ne becomes a mo e ac i e elemen in he whole p ocess, leading o he cons uc ion o knowledge. I is expec ed ha s uden s ake he ini ia i e o lea n and in e ac wi h each o he . The wo k o Aze edo & C omley (2004) d aw a en ion o he implica ions o he i ual lea ning en i onmen design o he acquisi ion o knowledge. So, “I ’s he concei e job o ind mo e app op ia e s a egies o achie e i s goals. The di e si y o pa hways is as . The e o e, he online dis ance educa ion should include a se o lea ning ac i i ies o help he s uden o achie e he equi ed knowledge, accoun ing o indi idual needs and cha ac e is ics.” (Goulão,2015, page 11) and we add now, ha p omo e s uden s’ au onomy. Toge he wi h he cha ac e is ics inhe en o online educa ion, we canno ail o equa e he ea u es which a e ela ed o he s uden s who a end his ype o educa ion. As men ioned abo e, in gene al, we ind an adul audience ha seeks o econcile he di e en aspec s o hei amily and p o essional li e wi h he need o inc ease o consolida e hei knowledge and cu en compe encies, and he equi emen s o s udying. The analysis o hese si ua ions [Goulão e al, 2015)], aiming o ensu e he success o ou s uden s, has led us o This wo k is licensed unde a C ea i e Commons License CC BY-NC-ND 4.0 Edi o ial Uni e si a Poli ` ecnica de Val` encia 230 P omo ing me acogni i e e lec ion: a wo k p oposal analyze he a iables which migh help balance how o p omo e hei success. Tha is, o c ea e suppo s uc u es, in addi ion o exis ing ones, so ha s uden s eel mo e com o able in lea ning si ua ions, p omo ing hei empowe men as lea ne s. This is one o he ou a eas ma ked by B indley (2004) ha e lec he suppo o s uden s: “Fou majo a eas o in es iga ion a e iden i ied: a ge ing in es men o g ea es e ec , capaci y building, lea ne suppo as a p o essional p ac ice, and os e ing s uden o s uden suppo .” (pág.303). So, one o he a iables ha was no ed, ela es o hei abili y o e lec on hei me acogni i e s a egies and he consequen sel - egula ed lea ning. 2.2. Goals Taking in o accoun wha was desc ibed in he p eceding pa ag aph, his a iables’ analysis held o e wo academic yea s, o s uden s a ending unde g adua e (bachelo ), 1s and 3 d yea . This analysis’ esul s poin o he need o wo k wi h s uden s in a clea and sys ema ic way, o he issues inhe en o hei indi idual ea u es as lea ne s, he need o e ec i e sel - egula ion o he lea ning p ocess and how o ope a ionalize all his. I was in his con ex ha he module lea n how o lea n a ose. This module aims o aise awa eness among s uden s o he 1s yea deg ee o he ele ance o lea ning sel - egula o y mechanisms. The eby, he ele ance o become mo e awa e o he mechanisms ha each one de elops o de o e hemsel es o a s udy / lea ning ask. In his i s explo a o y phase, he module will be o e ed, on a olun a y basis, o s uden s who will s a hei academic ca ee a Uni e sidade X, in he Educa ion deg ee. This akes place en i ely online, and in speci ic ime pe iods, acco ding o he s uden s’ needs and o he opics’ objec i es o be add essed. 2.3. S uc u e To ul ill hese goals, he module will be s uc u ed in 3-axis and i will p ima ily suppo ed by he book Comp ome e -se com o es udo na uni e sidade: Ca as do Ge ásio ao seu umbigo (Rosá io, Nuñes & Pienda, 2006). The au ho s o his book had he ollowing aims 1) o each he sel - egula ed lea ning p ocesses; 2) o wo k wi h s uden s a epe oi e o lea ning s a egies ha help hem in hei in college and in hei li e lea ning (page 7). Al hough he s uden s ha e access o he en i e book, i we e only wo ked he ollowing le e s on he module de elopmen . This wo k is licensed unde a C ea i e Commons License CC BY-NC-ND 4.0 Edi o ial Uni e si a Poli ` ecnica de Val` encia 231 Goulão, M.de F.; Ce ezo Menéndez, R. Axis 1 Goal 1: Planning goals Ma e ial o use: Ge ásio’s le e s nº2 and nº6 Le e nº2 – Wha goals do I ha e? Wha is uly a guidance in my ac ing, in my s udy a he Uni e si y, in my hobbies, in my spo s, in ela ions wi h o he s, in my laziness ...? Le e nº6 – Who go e ns you lea ning? You know how o dis inguish hose s uden s who achie e academic success? Axis 2 Goal: Planning he ask and he ime o a oid pos pones Ma e ial o use: Ge ásio’s le e nº4 Le e nº4 – Do you know how o o e come pos pones, Ge ásio? Axis 3 Goal: P epa a ion o he class oom es s Ma e ial o use: Ge ásio’s le e s nº10, nº11, and nº12 Le e nº10 – How do you ha e his class so well o ganized? How do you p epa e o he exam so in ensely? Le e nº11 – (...) mus he s udy be di e en acco ding o exam ype? Le e nº12 – So wha is his anxie y o he exams? The choice o jus his se o le e s held up wi h di e en ac o s. Fi s ly, we conside ha he selec ed le e s add ess he poin s conside ed cen al o he wo k ha we we e de eloping; secondly, he ime we had a ailable, as well as he s uden s, did no allow us o con empla e he 13 le e s; las ly, some o he opics co e ed in he unselec ed le e s we e mo e a ge ed o a younge audience and wi h o he ea u es, o he appeals, and o he conce ns. In addi ion o hese hema ic a eas he module has h ee o he pa s. Tha is, he module lea n how o lea n is s uc u ed a ound 6 pa s. To know: I s a s wi h a i s in oduc ion and, beyond his con ex ualiza ion, i p esen s h ee ypes o esou ces - one News Fo um, one Doub s and Gene al Ques ions Fo um, and a Module Plan. These ea u es a e accessible h oughou he aining. The News Fo um is only accessed by he eache in o de o p o ide ele an in o ma ion abou i s unc ioning. This wo k is licensed unde a C ea i e Commons License CC BY-NC-ND 4.0 Edi o ial Uni e si a Poli ` ecnica de Val` encia 232 P omo ing me acogni i e e lec ion: a wo k p oposal The Doub s and Gene al Ques ions Fo um allows s uden s o in e ac be ween hemsel es and wi h he eache , o cla i y possible ques ions abou he module unc ioning. In Module Plan we ind in o ma ion on he module’s goals, i s s uc u e, wo king me hods, esou ces, skills o achie e, iming, and wha is expec ed o he s uden h oughou hei de elopmen . Then is ano he pa whe e we can ind h ee di e en i ems. The i s was ques ionnai e abou hei willingness o pa icipa e in he module; he second was a P esen a ion Fo um; inally, a ques ionnai e on sel - egula ed lea ning s a egies. Nex he e a e he i ems ela ed o he h ee axes men ioned abo e. Each one o hese axes is ope a ed independen ly and his has c ea ed a o um o pa icipa ion o all s uden s. The axis 2, in addi ion o he o um, s uden s elied on a ques ionnai e en i led S uden P o ile, consis ing o 20 s a emen s, wi h answe YES / NO. Finally, we ha e an i em ela ed o he assessmen module made by he s uden s. Figu e 1 schema ically seeks o po ay he module lea n how o lea n s uc u e. Figu e.1. Module lea n how o lea n s uc u e 2.4. De elopmen These ques ions a e de eloped in he o m o deba e, and i is c ea ed a o um o each axis whe e i s objec i es and he di e en le e s ha guide he deba e / exchange o ideas Welcom S uden s •News Fo um •Dou s & Ques ions Fo um •Module Plan 0. Some p elimina y ques ions ... •Wi h ega d o my pa icipa ion in his module ... •Who am I... •Ques ionnai e abou lea ning sel - egula ion s a egies 1. S udy, o ganize, de ine ... •How o s udy and accompany my uc's •S uden P o ile 2. Do no pu o o omo ow ... 3. The e alua ions a e on he doo s ep! 4. Module balance shee This wo k is licensed unde a C ea i e Commons License CC BY-NC-ND 4.0 Edi o ial Uni e si a Poli ` ecnica de Val` encia 233 Goulão, M.de F.; Ce ezo Menéndez, R. among s uden s we e p esen ed. Wi h his discussion, exchange o ideas and expe iences we seek o p omo e sel - e lec ion on hese aspec s and, he e o e, o de elop s uden s compe ences ha make hem mo e sel - egula ing hei lea ning p ocess. The eache akes he e he ole o media o . The module was o e ed comple ely online. Gi en he na u e o he con en s, he axes 1 and 2 explo a ion ook place ea ly in he school yea , immedia ely be o e he school ac i i ies had s a ed, and he axis 3 he week be o e he exam pe iod o he 1s semes e . Acco ding o he Module Plan, he i em ela ed o he p elimina ies ques ions las ed wo days. One welcome message was sen o s uden s in he News Fo um calling o he pa icipa ion in he module. The emaining i ems would only be made a ailable on he da es indica ed o his pu pose. A e he s uden ’s choice, only hose who chose o pa icipa e con inued o ha e access o he ac i i ies o he module. To hese s uden s, i was eques ed o do a b ie p esen a ion and a he same ime o answe he ques ionnai e on sel - egula ion s a egies. A e his i s ime, he ac i i ies ela ed o he h ee axes s a ed. Gi en he con en s na u e, we chose o wo k each o he h ee axes sepa a ely each ha ing a du a ion o one week. Gi en he ime cons ain s, he second axis was de eloped, in pa , in he beginning o he school ac i i ies. As we said ea lie , he las axis, ela ed o he issues o assessmen s / exams, ook place only a e he cou se o eaching ac i i ies and be o e he week o he class oom exams s a ed (exams o assessmen es s con inues -e olio). Each axis began wi h a eaching message, in he app op ia e Fo um. This message si ua ed s uden s who we e wo king and made a ailable he espec i e le e . 3. Re lec ion and nex pe pec i es As no ed ea lie , he design o his module had as a p econdi ion o make a ailable o s uden s a s uc u e o suppo hei lea ning. No in he sense o o mal scien i ic con en , bu o help hem o e lec , in a sys ema ic and o de ly manne , on hei own me acogni i e s a egies o lea ning and, he eby, p o ide hem wi h ools o an e ec i e lea ning sel - egula ion. We a e in he analysis phase esul s no o he way ha each module ook place i sel , bu also he assessmen ha he s uden s did wi h each module. A e he analysis o hese wo pa ame e s, we will seek o adap i acco ding o he di ec ions ou lined and he needs el h oughou he p ocess. So ha i becomes an e ec i e esponse o he needs o ou s uden s, and hus help p omo e he i pe manence and i success. This wo k is licensed unde a C ea i e Commons License CC BY-NC-ND 4.0 Edi o ial Uni e si a Poli ` ecnica de Val` encia 234 P omo ing me acogni i e e lec ion: a wo k p oposal Re e ences Aze edo,R. &C omley, J.G., (2004). Does aining on sel – egula ed lea ning acili a e s uden ’s lea ning wi h hype media?.Jou nal o Educa ional Psychology, 96(3), 523- 535 B indley, J.E. (2004). Lea ne Suppo in Online Dis ance Educa ion: Essen ial and E ol ing.In Rich e -Z.O. & Ande son,T. (Eds), Online dis ance educa ion: Towa ds a Resea ch Agenda (pp.287- 342).Edmon o: AU P ess, A habasca Uni e si y Goulão, M.F. (2015). The E-Ac i i ies o Suppo he P ocess o Teaching and Lea ning in Online Con ex , A hens:ATINER'S Con e ence Pape Se ies, No:EDU2015-1625. Goulão,M. F, Seab a,F.,Mela é,D., Hen iques,S. and Ca doso,T. (2015). Sucesso, Pe manência e Pe sis ência dos Es udan es do Ensino Supe io a Dis ância Online. Re is a de Es udios e In es igación en Psicología y Educación, ol. ex .,1,22-26 LaPadula, M. (2003). A comp ehensi e look a online s uden suppo se ices. Ame ican Jou nal o Dis ance Educa ion, 17(2), 119–28. Macejka,M. (2014). The ole o g ade le el and locus o con ol in sel - egula e lea ning s a egies o college s uden s. Jou nal o Educa ion, Psychology and Social Sciences, 2(1), 1-9 Mills, R. (2003). The cen ali y o lea ne suppo in open and dis ance lea ning. In A. Tai , & R. Mills (Eds.), Re hinking lea ne suppo in dis ance educa ion (pp. 102–13). London, UK: Rou ledgeFalme . Rado an, M. (2011). The ela ion be ween dis ance s uden s’ mo i a ion, hei use o lea ning s a egies and academic sucess. Tu kish Online Jou nal o Educa ional Technology, 10 (1), 216-222 Rosá io,P.; Núñez,J. & Pienda,J. (2006). Ca as do Ge ásio ao seu umbigo. Comp ome e -se com o es udo na Uni e sidade.Coimb a: Li a ia Almedina Simpson, O. (2002). Suppo ing s uden s in online, open and dis ance lea ning (2nd ed.). London, UK: Kogan Page. Woodley, A. & Simpson, O. (2004). S uden D opou : The Elephan in he Room. In In Rich e -Z.O. & Ande son,T. (Eds), Online dis ance educa ion: Towa ds a Resea ch Agenda (pp. 459-492).Edmon on:AU P ess, A habasca Uni e si y This wo k is licensed unde a C ea i e Commons License CC BY-NC-ND 4.0 Edi o ial Uni e si a Poli ` ecnica de Val` encia 235