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Investigating the Predictive Power of Metacognition and Perceived Interaction on Web-Based Collaborative Learning Outcomes
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, , , , , Ewha Womans University, Korea (South)

EdMedia + Innovate Learning, in Denver, Colorado, USA ISBN 978-1-880094-95-2 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC

Abstract

While communications extends beyond space and time by adapting collaborative learning to web-based learning environment, the participation and the interaction of learners become weaker. This study examines the predicting variables that affect web-based collaborative learning outcomes. We chose metacognition and perceived interaction as predictors and selected perceived team achievement and achievement as learning outcomes. 54 college students enrolled in a web-based collaborative course were selected as participants. The results of the study showed that metacognition impacted on perceived team achievement as well as individual achievement. In addition perceived interaction played a mediating role between metacognition and perceived team achievement. As metacognition and perceived interaction are generally associated with collaboration learning outcomes, we suggest that additional instructional strategy is essential to facilitate optimal metacognition and effective interactions of learners. This study examines the implications of these findings for improving academic achievement

Citation

Kang, M., Yoon, S., Yoo, Y.R., Lim, H. & Kim, M. (2012). Investigating the Predictive Power of Metacognition and Perceived Interaction on Web-Based Collaborative Learning Outcomes. In T. Amiel & B. Wilson (Eds.), Proceedings of EdMedia 2012--World Conference on Educational Media and Technology (pp. 638-647). Denver, Colorado, USA: Association for the Advancement of Computing in Education (AACE). Retrieved October 17, 2019 from .

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