Spontaneously produced metacognitive language and achievement in two STEM college courses: An exploratory analysis

Metacognition, STEM college course, underrepresented STEM students, automatic detection, replication

Valdiviejas Cohn, Hannah ; Perry ; Michelle

关键词: Metacognition, STEM college course, underrepresented STEM students, automatic detection, replication;   

Others  :  https://www.ideals.illinois.edu/bitstream/handle/2142/107947/VALDIVIEJASCOHN-THESIS-2020.pdf?sequence=1&isAllowed=y

美国|英语

来源: The Illinois Digital Environment for Access to Learning and Scholarship

【 摘 要 】

Metacognition is a valuable tool for learning, due to its role in self-regulated learning (SRL). However, the online setting brings a new challenge of examining metacognition on a large scale and yet metacognition may be especially crucial for learning online. Moreover, SRL strategies may be particularly beneficial for students underrepresented in STEM because, by using these strategies, students may ameliorate or offset some of the difficulties these students typically face in more traditional academic settings. This study investigates whether a relationship exists between spontaneously produced metacognitive phrases and success in two online STEM college courses as well as whether this varies across students from different demographic backgrounds. This study then also looks at course engagement as accounting for some variance in course outcome. To do this, a tool for automatic detection of metacognitive phrases in forum posts from two online STEM courses was used. First the relation between students’ spontaneously produced metacognitive phrases and their academic performance was analyzed and then differences across demographic groups were examined. Second, students’ posts to the forums were analyzed as a potential indicator of engagement. No significant differences between UR-STEM students and non-UR STEM students were found, suggesting that the online space has the potential to equalize the STEM playing field. The nature of metacognitive language varied between the two courses, but the number of forum posts was related to course outcome for both courses. Implications of the results for teaching and learning STEM content in the online space are discussed.