Abstract
This study examined students’ internal management of their cognitive processing in an interactive online class. A mixed methods approach was used to explore students’ strategy use in online discussions. The focus is on examining individual knowledge construction through active cognitive engagement, rather than the social interactions, in the online community. The findings suggest that a key difference between learners who engaged in deep processing of the content and those whose engagement was more shallow lay in their use of metacognitive and affective strategies rather than cognitive strategies. Both environmental and learner characteristics that might influence students’ use of learning strategies are discussed. Suggestions for course design are offered.
Sign-in/Register to access full text options 
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 callMore From: Innovations in Education and Teaching International
Disclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
