An examination of undergraduates' metacognitive strategies in pre-class asynchronous activity in a flipped classroom

The aim of the study is to examine undergraduate students' awareness of metacognition, the metacognitive strategies they use in their learning and their learning performance in pre-class asynchronous activity in a flipped classroom. The sample consisted of 47 undergraduate students. Eleven stud...

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Bibliographic Details
Published in:Educational technology research and development 2017-12, Vol.65 (6), p.1547-1567
Main Authors: Yilmaz, Rabia M., Baydas, Ozlem
Format: Article
Language:English
Subjects:
Analysis
Asynchronous Communication
Blended Learning
College students
Computer Mediated Communication
Computer Science Education
Education
Educational Technology
Flipped Classroom
Learning and Instruction
Learning Processes
Learning Strategies
Measures (Individuals)
Metacognition
Regression (Statistics)
RESEARCH ARTICLE
Students
Undergraduate Students
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Summary:The aim of the study is to examine undergraduate students' awareness of metacognition, the metacognitive strategies they use in their learning and their learning performance in pre-class asynchronous activity in a flipped classroom. The sample consisted of 47 undergraduate students. Eleven students were not included in this study since they did not participate in all quizzes and most of the metacognitive strategy activities. Metacognitive Awareness Inventory and Metacognitive Strategies Evaluation Activities were used as data collection tools. The results showed that Computer Education and Instructional Technology students' metacognitive awareness was at a high level and their metacognitive strategy levels and learning performances differed weekly. Post hoc results indicated no difference between metacognitive strategy and learning performance in the first three weeks. However, the results of the first 3 weeks differed from those of the 4th and 5th weeks. In addition, our regression analysis result indicated that using metacognitive strategies predicted 80% of students' learning performance. This rate shows the importance of using metacognitive strategies for the learning process in pre-class asynchronous activity in the flipped classroom.
ISSN:1042-1629
1556-6501
DOI:10.1007/s11423-017-9534-1