Abstract
Objective – The aim of this study is to assess and compare the metacognitive awareness of university students in online and in-person learning environments. Secondly, the study aims to explore the students’ preferences for online and in-person learning to compare themetacognitive awareness of students based on their preferences. Methods – A total of 79 university students completed the Metacognitive Awareness Inventory, providing self-reported data on their metacognitive awareness. The study used a paired sample t-test to compare mean scores of metacognitive awareness between online and in-person classroom settings. Additionally, participants evaluated their experiences with online and in-person learning using a pairwise comparison as a scaling method. Results – The t-test results indicate statistically significant differences in metacognitive awareness between online and in-person classroom settings. Specifically, significant differences were found in declarative knowledge, procedural knowledge, conditional knowledge, planning, information management strategies, monitoring, debugging strategies, and evaluation of learning. Students showed higher levels of metacognitive awareness across all facets in traditional in-person learning setting. Descriptive analysis of scaling pairwise comparison revealed that online learning was strongly preferred for comfort, while in-person learning was preferred modality for motivation to study and active participation. In oppose to t-test results, ANOVA did not reveal significant differences in metacognitive awareness based on students’ preferences in online nor in traditional learning settings. Conclusions – The results provide valuable information on the metacognitive awareness and preferences of the students in two different learning environments.
Published Version
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a call