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Integrating Metacognitive Regulation into the Online Classroom Using Student-Developed Learning Plans.

ABSTRACT: Students and instructors have been faced with unexpected challenges that presented rapidly due to the COVID-19 pandemic. The pandemic forced students into an unfamiliar learning ecosystem to which they had to quickly adapt in order to continue to be successful in their courses. Literature supports the importance of metacognition and self-regulated learning in the success of students in an online environment. More importantly, the concept of metacognitive regulation, which includes monitoring, planning, executing, and adapting learning strategies, is vital to student academic success. These strategies have been shown to close the opportunity gap observed specifically in persons excluded because of their ethnicity or race (PEERs) in STEM. Outlined here is the use of student-developed learning plans as a guided process to enhance students' metacognitive regulation of their learning. These learning plans provide students a template to assist them in time management, practical study skills and planned study sessions, that are designed to increase their self-efficacy, motivation, and performance in online classes. Moreover, the iterative nature of the learning plan encourages students to continue to use and expand this plan in other academic courses.

SUBMITTER: Roberts JS

PROVIDER: S-EPMC8011874 | biostudies-literature |

REPOSITORIES: biostudies-literature

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Doing Philosophy Effectively: Student Learning in Classroom Teaching.

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Project description:An important aim of teaching philosophy in Dutch secondary schools is to learn about philosophy (that is, the great philosophers) by doing philosophy. In an earlier study published in PLoS ONE, we focused on the relationship between student learning activities and teacher behavior by analyzing eight lessons. Correspondence analysis revealed that doing philosophy was more effective in some lessons than in others. We replicated this finding in the current study, using 10 new lessons, and elaborated on the relationship between the likely causes for doing philosophy effectively. The data suggest that conducting a dialogue in the form of a philosophical discussion is sufficient for achieving an effective lesson, whereas the teachers' guidance being shared with the students is a necessary but not sufficient condition for achieving an effective lesson.

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