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Shared Metacognition in a Community of Inquiry
Garrison, Randy

Published2022
JournalOnline Learning
Volume 26, Issue 1
CountryCanada, North America

ABSTRACT
The article begins with a review of the shared metacognition construct and its function within the Community of Inquiry theoretical framework. The primary focus of the shared metacognition construct is the role of learners to take responsibility and control for monitoring and managing learning in a community of inquiry. Pragmatic challenges are explored through an analysis of recent research and a discussion of implementation issues. It is emphasized that shared metacognition is shaped by the teaching presence construct (planning, facilitation, and direction instruction) and its overlap with cognitive presence operationalized by the phases of the Practical Inquiry model (problem defining, exploration, integration, and resolution). The manuscript concludes with a discussion of the potential for future research associated with shared metacognition and the use of a quantitative shared metacognition questionnaire.

Keywords shared metacognition · community of inquiry framework · self-regulation · coregulation · cognitive presence · teaching presence · practical inquiry · shared metacognition questionnaire

CoI focusFull model
LanguageEnglish
ISSN2472-5730
RefereedYes
DOI10.24059/olj.v26i1.3023
URLhttps://olj.onlinelearningconsortium.org/index.php/olj/article/view/3023
ExportBibTex · EndNote · Tagged XML · Google Scholar


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