The Open UniversitySkip to content
 

Scaffolding Reflection: Prompting Social Constructive Metacognitive Activity in Non-Formal Learning

Farrell Frey, Tracie; Iwa, Karolina and Mikroyannidis, Alexander (2017). Scaffolding Reflection: Prompting Social Constructive Metacognitive Activity in Non-Formal Learning. International Journal of Technology Enhanced Learning (Early Access).

Full text available as:
Full text not publicly available
Due to copyright restrictions, this file is not available for public download until 1 April 2018
Click here to request a copy from the OU Author.
DOI (Digital Object Identifier) Link: https://doi.org/10.1504/IJTEL.2017.10004360
Google Scholar: Look up in Google Scholar

Abstract

The study explores the effects of three different types of non-adaptive, metacognitive scaffolding on social, constructive metacognitive activity and reflection in groups of non-formal learners. Six triads of non-formal learners were assigned randomly to one of the three scaffolding conditions: structuring, problematising or epistemological. The triads were then asked to collaboratively resolve an ill-structured problem and record their deliberations. Evidence from think-aloud protocols was analysed using conversational and discourse analysis. Findings indicate that epistemological scaffolds produced more social, constructive metacognitive activity than either of the two other scaffolding conditions in all metacognitive activities except for task orientation, as well as higher quality interactions during evaluation and reflection phases. However, participants appeared to be less aware of their activities as forming a strategic, self-regulatory response to the problem. This may indicate that for learning transfer, it may be necessary to employ an adaptive, facilitated reflection on learners' activities.

Item Type: Journal Item
Copyright Holders: 2017 Inderscience Enterprises Ltd.
ISSN: 1753-5263
Keywords: epistemic cognition; epistemology; ill-structured problems; intragroup metacognition; metacognitive prompts; non-formal learning; reflection; scaffolding metacognition; self-regulated learning; social constructive metacognition
Academic Unit/School: Faculty of Science, Technology, Engineering and Mathematics (STEM) > Knowledge Media Institute (KMi)
Faculty of Science, Technology, Engineering and Mathematics (STEM)
Interdisciplinary Research Centre: Centre for Research in Computing (CRC)
Item ID: 51092
Depositing User: Tracie Farrell-Frey
Date Deposited: 26 Sep 2017 13:13
Last Modified: 03 Oct 2017 10:57
URI: http://oro.open.ac.uk/id/eprint/51092
Share this page:

Altmetrics

Actions (login may be required)

Policies | Disclaimer

© The Open University   contact the OU