ABSTRACT

This study involves an in-depth examination of Canadian elementary teachers’ cognitive processes and metacognitive strategies they used during a self-directed online learning experience. The virtual revisit think aloud, a methodology that combines a retrospective procedure with screen recording technology, was used to capture verbalisations from 13 elementary teachers as they used an online database. Resulting think aloud protocols and post-task interviews were analysed using qualitative methods. An inductive approach to analysis led to six themes related to the types of cognitive processes and metacognitive strategies teachers use during self-directed online learning: connecting to practice, tweaking and adapting, narrowing the focus, skimming through, reading for depth, and source credibility. The teachers in this study demonstrated a non-linear iterative process in which they continuously planned, monitored, and evaluated their learning during the self-directed online learning experience. Implications for teacher learning and research are discussed.

抽象的

这项研究涉及对加拿大基础教师在自我指导的在线学习体验中使用的认知过程和元认知策略的深入研究。虚拟朗读思维是一种将回顾性程序与屏幕录制技术相结合的方法，被用来捕获13位小学教师使用在线数据库时的动词。使用定性方法分析了产生的大声协议和任务后访谈。归纳分析方法得出六个主题，这些主题涉及教师在自我指导的在线学习中使用的认知过程和元认知策略的类型：连接到练习，调整和适应，缩小重点，浏览，深度阅读和来源可信度。在这项研究中，教师展示了一个非线性的迭代过程，在此过程中，他们在自我指导的在线学习体验中不断地计划，监控和评估他们的学习。讨论了对教师学习和研究的影响。