The power of metacognitive strategies to enhance critical thinking in online learning
The aim of this study is to verify whether the use of a digital tool, designed to promote the use of metacognitive strategies in self-regulated learning, increases the level of critical thinking during the learning process in trainee teachers in official online master's degrees. The Critical Thinkin...
| Authors: | ; ; |
|---|---|
| Format: | Article |
| Publication date: | 2024 |
| Country: | España |
| Institution: | Universitat Politècnica de Catalunya (UPC) |
| Repository: | UPCommons. Portal del coneixement obert de la UPC |
| Language: | English |
| OAI Identifier: | oai:upcommons.upc.edu:2117/426162 |
| Online Access: | https://hdl.handle.net/2117/426162 https://dx.doi.org/10.3926/jotse.2721 |
| Access Level: | Open access |
| Keyword: | Critical thinking Learning strategies Metacognition Education -- Research Metacognitive strategies Self-regulated learning Online learning Online higher education Pensament crític Estratègies d'aprenentatge Metacognició Educació -- Investigació Àrees temàtiques de la UPC::Ensenyament i aprenentatge::Habilitats personals i competències |
| _version_ | 1878733769121202176 |
|---|---|
| author | Pereles, Ana |
| author2 | Ortega Ruipérez, Beatriz Lázaro, Miguel |
| author2_role | author author |
| author_browse | Lázaro, Miguel Ortega Ruipérez, Beatriz Pereles, Ana |
| author_facet | Pereles, Ana Ortega Ruipérez, Beatriz Lázaro, Miguel |
| author_role | author |
| collection | UPCommons. Portal del coneixement obert de la UPC |
| description | The aim of this study is to verify whether the use of a digital tool, designed to promote the use of metacognitive strategies in self-regulated learning, increases the level of critical thinking during the learning process in trainee teachers in official online master's degrees. The Critical Thinking Questionnaire (CPC 2) was used to assess different dimensions of critical thinking in a sample of 225 students from an online university's master's degree in educational technology. The results showed significant improvements in all dimensions (substantive and dialogic) and associated basic skills (reading, writing, and speaking) for those who used the tool for the promotion of metacognitive strategies. Therefore, it is suggested to work on specific strategies to develop critical thinking as a basis for improving their self-regulated learning |
| eu_rights_str_mv | openAccess |
| format | article |
| id | ES_5ca3fdfb5075e2deca2bd36ff8bf074f |
| institution | Universitat Politècnica de Catalunya (UPC) |
| instname_str | Universitat Politècnica de Catalunya (UPC) |
| language | eng |
| network_acronym_str | ES |
| network_name_str | España |
| oai_identifier_str | oai:upcommons.upc.edu:2117/426162 |
| publishDate | 2024 |
| publishDateSort | 2024 |
| publisher | OmniaScience |
| publisherStr | OmniaScience |
| reponame_str | UPCommons. Portal del coneixement obert de la UPC |
| spelling | The power of metacognitive strategies to enhance critical thinking in online learning Pereles, Ana Ortega Ruipérez, Beatriz Lázaro, Miguel Critical thinking Learning strategies Metacognition Education -- Research Metacognitive strategies Self-regulated learning Online learning Online higher education Pensament crític Estratègies d'aprenentatge Metacognició Educació -- Investigació Àrees temàtiques de la UPC::Ensenyament i aprenentatge::Habilitats personals i competències The aim of this study is to verify whether the use of a digital tool, designed to promote the use of metacognitive strategies in self-regulated learning, increases the level of critical thinking during the learning process in trainee teachers in official online master's degrees. The Critical Thinking Questionnaire (CPC 2) was used to assess different dimensions of critical thinking in a sample of 225 students from an online university's master's degree in educational technology. The results showed significant improvements in all dimensions (substantive and dialogic) and associated basic skills (reading, writing, and speaking) for those who used the tool for the promotion of metacognitive strategies. Therefore, it is suggested to work on specific strategies to develop critical thinking as a basis for improving their self-regulated learning Peer Reviewed OmniaScience https://hdl.handle.net/2117/426162 https://dx.doi.org/10.3926/jotse.2721 |
| spellingShingle | The power of metacognitive strategies to enhance critical thinking in online learning Pereles, Ana Critical thinking Learning strategies Metacognition Education -- Research Metacognitive strategies Self-regulated learning Online learning Online higher education Pensament crític Estratègies d'aprenentatge Metacognició Educació -- Investigació Àrees temàtiques de la UPC::Ensenyament i aprenentatge::Habilitats personals i competències |
| title | The power of metacognitive strategies to enhance critical thinking in online learning |
| title_full | The power of metacognitive strategies to enhance critical thinking in online learning |
| title_fullStr | The power of metacognitive strategies to enhance critical thinking in online learning |
| title_full_unstemmed | The power of metacognitive strategies to enhance critical thinking in online learning |
| title_short | The power of metacognitive strategies to enhance critical thinking in online learning |
| title_sort | The power of metacognitive strategies to enhance critical thinking in online learning |
| topic | Critical thinking Learning strategies Metacognition Education -- Research Metacognitive strategies Self-regulated learning Online learning Online higher education Pensament crític Estratègies d'aprenentatge Metacognició Educació -- Investigació Àrees temàtiques de la UPC::Ensenyament i aprenentatge::Habilitats personals i competències |
| topic_facet | Critical thinking Learning strategies Metacognition Education -- Research Metacognitive strategies Self-regulated learning Online learning Online higher education Pensament crític Estratègies d'aprenentatge Metacognició Educació -- Investigació Àrees temàtiques de la UPC::Ensenyament i aprenentatge::Habilitats personals i competències |
| url | https://hdl.handle.net/2117/426162 https://dx.doi.org/10.3926/jotse.2721 |