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The paper proposes a framework for researchers, instructors, and designers to assess engagement through discussion transcripts, learner participation, and metacognitive experience design.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & 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\nElizabeth Murphy  \nAuthor  \nElizabeth Murphy is an Associate Professor in the Faculty of Education, Memorial University, Newfoundland where she teaches courses in the Masters of IT in Education program as well as courses in second language learning.  \nShe was recently funded by the Social Sciences and Humanities Research Council of Canada ( SSHRC) to conduct a three year study of the practice of the e teacher in the high school virtual classroom. In addition, she is a co investigator on a SSHRC funded Community University Research Alliance ( CURA) on e learning in which she is exploring learner centered e teaching. She was also recently funded by a strategic joint initiative of SSHRC and the Department of Canadian Heritage to investigate strengthening students ’second language speaking skills using online synchronous communication.  \nCorrespondence regarding this article can be sent to: emurphy @mun.ca  \nAbstract: The effectiveness of computer based learning environments depends on learners ’ deployment of metacognitive and self regulatory processes . Analysis of transmitted messages in a context of Computer Mediated Communication can provide a source of information on metacognitive activity . However, existing models or frameworks ( e .g., Henri, 1992) that support the identification and assessment of metacognition have been described as subjective, lacking in clear criteria, and unreliable in contexts of scoring. This paper develops a framework that might be used by researchers analysing transcripts of discussions for evidence of engagement in metacognition, by instructors assessing learners ’ participation in online discussions or by designers setting up metacognitive experiences for learners .  \nRé sumé : L’efficacit é des envi ronnements d’apprentissage assisté s par ordinateur repose sur l’utilisation de processus de métacognition et d’autoré gulation par les apprenants . L’analyse de messages transmis dans un contexte de communication assisté e par ordinateur peut constituer une source d’information sur l’activ it é métacognitive . Cependant, les modèles et cadres existants ( p. ex . Henri, 1992) qui permettent la reconnaissance et l’évaluation de la métacognition ont ét é décrits comme subjectifs, dépourvus de crit è res clairs et peu fiables dans des contextes de notation. Cet article décrit un cadre qui pourrait être utilis é par les chercheurs qui analysent les transcriptions de discussions à la recherche de preuves d’engagement métacognitif, par les instructeurs qui procèdent à l’évaluation de la participation des apprenants à des discussions en ligneou par les concepteurs qui élaborent des expé riences métacognitives pour les apprenants .  \nIntroduction  \nThere has been widespread recognition in the literature for the value of learner centered approaches in the classroom ( see Duffy & Kirkley, 2004; Lambert & McCombs, 1998; McCombs & Miller, 2007; Reilly, 2005; Wei mer, 2002) . According to the learner centered approach, the role of the teacher is optimally as a facilitator, advisor, tutor or coach. The role of learners is as self regulating, independent, active and engaged constructors of knowledge . Self regulation requires that learners proactively engage in metacognitive ( Mc) processes ( Zimmerman & Schunk, 1989) that involve reflecting on and analyzing one ’sown thinking ( Flavell, 1976) .  \nMetacognition ( MC) has received considerable attention in the educational psychology literature . Nelson (1992) cited a 1990 survey in the American Psychologist listing MC among the top 100 topics in cognitive and developmental psychology . The attention is not surprising given that the development of Mc expertise has been described as crucial for fostering and improving individual as well as group and team learning ( White & Frederiksen, 2005) and that the use of Mc strategies distinguishes competent from less competen","cbCain9vadIvh8vU","https://ap.wps.com/l/cbCain9vadIvh8vU","pdf",1169608,21,"English","# Introduction\n## Learner-centered approaches and self-regulation\n## Metacognition in educational psychology\n## Role of online learning environments and CMC analysis\n## Henri’s model and limitations of existing frameworks","[{\"question\":\"What does the paper propose as a solution to limitations in existing metacognition models?\",\"answer\":\"It develops a framework for identifying evidence of metacognitive engagement in transcripts of online discussions, addressing issues of subjectivity and unreliable scoring noted in prior models.\"},{\"question\":\"Why is metacognition especially important in online classrooms?\",\"answer\":\"Because learners are physically separated from peers and the teacher, online contexts increase the need for self-regulation and metacognitive strategies to guide participation and deeper thinking.\"},{\"question\":\"How can messages in computer-mediated communication be used for metacognition research?\",\"answer\":\"By analyzing transmitted messages in CMC, researchers can extract information about metacognitive activity, leveraging dimensions included in models such as Henri’s.\"}]","A framework for identifying and promoting metacognitive knowledge and control in online discussants | PDF",1792085515,53]