Developing metacognition at a distance: sharing students' learning strategies on a reflective blog

Author: de Andrés Martínez, Chelo

Source: Computer Assisted Language Learning, Volume 25, Number 2, 1 April 2012 , pp. 199-212(14)

Publisher: Routledge, part of the Taylor & Francis Group

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Abstract:

Technology enhanced learning (TEL) has shaped the way we teach and learn nowadays. Web 2.0 interactivity capacities have played a major role in providing a virtual space where learning can take place outside the classroom. Digital environments challenge the traditional educational establishment by blurring theboundaries between the recipient of knowledge and the knowledge provider. Noticeable changes in educational dynamics emergent through the use of technology affect teachers and learners alike. Despite strong government and institutional drivers to adopt TEL strategies in higher education institutions (HEIs) in the United Kingdom (UK), practitioners' adoption of TEL needs to be encouraged and their competence needs to be developed. This report aims to address this concern by discussing design and management of an online learning space for a face-to-face undergraduate Spanish course using proprietary technology. Focusing on specific features and designs for online learning interactions, the report will discuss practicalities of designing for effectiveness, both from a pedagogical perspective and from the user's interface standpoint. Itwill propose strategies to enable learners' autonomy, to foster collaboration and to develop metacognition via a blog.

Keywords: reflection; metacognition; blog; learning strategies

Document Type: Research article

DOI: http://dx.doi.org/10.1080/09588221.2011.636056

Affiliations: 1: School of Tourism and Hospitality,Plymouth Business School, University of Plymouth, Plymouth, UK

Publication date: 2012-04-01