51. Elementary Teachers’ Cognitive Processes and Metacognitive Strategies during Self-Directed Online Learning
- Author
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Pamela Beach, Gail Elizabeth Henderson, and Jen McConnel
- Subjects
Self-management ,Information seeking ,4. Education ,05 social sciences ,Professional development ,050401 social sciences methods ,050301 education ,Metacognition ,Protocol analysis ,Cognition ,Self-directed learning ,Teacher professional learning ,Cognitive processes ,Education ,0504 sociology ,Arts and Humanities (miscellaneous) ,Credibility ,Autodidacticism ,Mathematics education ,Metacognitive strategies ,Elementary teachers ,Psychology ,0503 education - Abstract
This study involves an in-depth examination of Canadian elementary teachers’ cognitive processes and metacognitive strategies they used during a self-directed online learning experience. The virtual revisit think aloud, a methodology that combines a retrospective procedure with screen recording technology, was used to capture verbalisations from 13 elementary teachers as they used an online database. Resulting think aloud protocols and post-task interviews were analysed using qualitative methods. An inductive approach to analysis led to six themes related to the types of cognitive processes and metacognitive strategies teachers use during self-directed online learning: connecting to practice, tweaking and adapting, narrowing the focus, skimming through, reading for depth, and source credibility. The teachers in this study demonstrated a non-linear iterative process in which they continuously planned, monitored, and evaluated their learning during the self-directed online learning experience. Implications for teacher learning and research are discussed.
- Published
- 2021
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