Hae:

Oulun yliopiston väitöskirjat

How learners establish their metacognitive awareness in collaborative learning

ISBN-10:	978-952-62-4203-3
Kieli:	englanti
Kustantaja:	Oulun yliopisto
Laitos:	Faculty of Education and Psychology
Painosvuosi:	2024
Sidosasu:	pehmeäkantinen
Sijainti:	Print Tietotalo
Sivumäärä:	170
Tekijät:	Cini, Ahsen

25.00 €

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. Three datasets were collected in studies conducted in authentic learning situations. The first data collection was conducted in an advanced physics course in a junior secondary school, the second in a business simulation for university students, and the third in a collaborative task among high school students. The data collected included facial expressions of emotion gathered from video data, performance measures (knowledge tests), questionnaires, and situated selfreports. The results are reported in three empirical articles. The results suggest that students who have high metacognitive beliefs are better able to transfer their knowledge of strategy use and concepts to novel situations regarding task perceptions. Further, learners’ individual metacognitive beliefs do not predict learning outcomes; rather, it is the learners’ situation-specific interpretations that predict performance. The results lay emphasis on the importance of facial expressions of emotion that play a metacognitive role in collaborative learning. 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.

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