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SHARED METACOGNITION
CONSTRUCT AND QUESTIONNAIRE

The Shared Metacognition construct was developed in the context of research on metacognition and specifically the CoI framework. The CoI theoretical framework provided the “context to conceptually and operationally define and operationalize metacognition in a socially shared environment” (Garrison, 2017, p. 62). Shared metacognition (MC) exists at the intersection of the cognitive and teaching presence constructs and goes to the heart of a deep and meaningful educational learning experience.

Metacognition is generally accepted as consisting of two components: awareness of the inquiry process and implementation strategies (regulation). Awareness allows the learner to monitor and actively manage/regulate the inquiry process. Most importantly, in a collaborative learning environment, awareness and implementation strategies are developed through critical discourse and the requirement of participants to explain and justify one's thinking to self and others.

The approach to developing a viable metacognition construct for collaborative learning environments is to subsume self and shared regulatory functions within a single construct. The Shared Metacognition construct (Garrison & Akyol, 2015a, 2015b) reflects the dynamic dimensions of self and co-regulation each exhibiting a monitoring (awareness) and a managing (strategic action) function (see figure below).

SHARED METACOGNITION QUESTIONNAIRE

An invaluable tool in the study and practice of shared metacognition in a community of inquiry is the Shared Metacognition Questionnaire (SMQ). The SMQ has been validated (see Garrison & Akyol, 2015a, 2015b as well as Kilis & Yildirim, 2018).

SHARED METACOGNITION QUESTIONNAIRE
RESOURCE FOR STUDENTS AND AUTHORS

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REFERENCES

Garrison, D. R. (2017). E-Learning in the 21st Century: A Community of Inquiry Framework for Research and Practice (3rd Edition). London: Routledge/Taylor and Francis.

Garrison, D. R., & Akyol, Z. (2015a). Toward the development of a metacognition construct for the community of inquiry framework. (Developing a shared metacognition construct and instrument: Conceptualizing and assessing metacognition in a community of inquiry.) Internet and Higher Education, 24, 66-71. http://dx.doi.org/10.1016/j.iheduc.2014.10.001

Garrison, D. R., & Akyol, Z. (2015b). Corrigendum to 'Toward the development of a metacognition construct for communities of inquiry.' The Internet and Higher Education, 26, 56. http://dx.doi.org/10.1016/j.iheduc.2015.03.001

Kilis, S., & Yildirim, Z. (2018). Metacognition within a communities of inquiry questionnaire: Validity and reliability study of Turkish adaptation. KEFAD, 19(1), 680-690. http://kefad.ahievran.edu.tr

RECENT COMMENTS

Corna Olivier on Integration of AI, specifically GenAI in the Community of Inquiry
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Good morning from sunny South Africa, I’m currently working on my PhD, where I’m exploring the integration of GenAI chatbots within the Community of Inquiry (CoI) framework. My goal is to develop a set of guidelines for training chatbots to effectively function as active agents in supporting meaningful ...

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I see no reason why this would not work. I would encourage you to explore this further. Best, DRG

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Marije, Not sure I can be of much direct help. There is considerable research on faculty development if that would help. There is extensive research where faculty have used the CoI framework to design online learning experiences. Finally, I am not clear as to your question regarding different courses. the framework ...

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The easy answer is that they cannot be easily separated; they overlap in the Venn diagram. According to the diagram and theory, each can have differing influence on the educational experience (dependent variable however it is defined). Off the top I suppose that the correlation among the presences will depend on the ...
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