How learners establish their metacognitive awareness in collaborative learning
Thesis event information
Date and time of the thesis defence
Place of the thesis defence
Linnanmaa L3
Topic of the dissertation
How learners establish their metacognitive awareness in collaborative learning
Doctoral candidate
Master of Science Ahsen Cini
Faculty and unit
University of Oulu Graduate School, Faculty of Education and Psychology, Learning and Learning Processes (LLP)
Subject of study
Education
Opponent
Professor Daniel Bodemer, University of Duisburg-Essen
Custos
Professor Sanna Järvelä, University of Oulu
How learners establish their metacognitive awareness in collaborative learning
This dissertation explores metacognitive awareness in collaborative learning at multiple levels.
It examines how learners’ individual metacognitive awareness relates to their social level of
metacognitive awareness, how learners’ individual and social levels of metacognitive awareness affect task performance, and how learners’ social and environmental levels of metacognitive awareness relate to their facial expressions of emotion.
The findings highlight the significance of the collaborative learning setting as a valuable means to enhance metacognitive awareness at the individual level as well as in interactions among group members and with the learning environment.
Theoretically, the dissertation contributes to research on socially shared regulation of learning by displaying both static and dynamic aspects of metacognitive awareness in collaborative learning.
Methodologically, this dissertation provides facial expression recognition as a novel methodological tool and data channel to comprehend metacognitive awareness. For the implications for practice, the findings highlight metacognitive awareness and inform the design of artificial intelligence in education systems regarding when students are having trouble understanding a task or whether they are aware of their metacognition.
It examines how learners’ individual metacognitive awareness relates to their social level of
metacognitive awareness, how learners’ individual and social levels of metacognitive awareness affect task performance, and how learners’ social and environmental levels of metacognitive awareness relate to their facial expressions of emotion.
The findings highlight the significance of the collaborative learning setting as a valuable means to enhance metacognitive awareness at the individual level as well as in interactions among group members and with the learning environment.
Theoretically, the dissertation contributes to research on socially shared regulation of learning by displaying both static and dynamic aspects of metacognitive awareness in collaborative learning.
Methodologically, this dissertation provides facial expression recognition as a novel methodological tool and data channel to comprehend metacognitive awareness. For the implications for practice, the findings highlight metacognitive awareness and inform the design of artificial intelligence in education systems regarding when students are having trouble understanding a task or whether they are aware of their metacognition.
Last updated: 16.9.2024