Pre-service student teachers’ metacognition in an online learning community: An epistemic network analysis
Author:
Publisher
Springer Science and Business Media LLC
Subject
Library and Information Sciences,Education
Link
https://link.springer.com/content/pdf/10.1007/s10639-023-12439-4.pdf
Reference91 articles.
1. Adler, I., Zion, M., & Rimerman-Shmueli, E. (2019). Fostering teachers’ reflections on the dynamic characteristics of Open Inquiry through Metacognitive prompts. Journal of Science Teacher Education, 30(7), 763–787. https://doi.org/10.1080/1046560x.2019.1627060.
2. Ain, Q. U., Thurston, A., MacKenzie, A., & Özkaya, C. (2023). What does previous research tell us about the effects of peer tutoring on metacognition in primary and secondary schools? International Journal of Educational Research Open, 4, Article 100248. https://doi.org/10.1016/j.ijedro.2023.100248.
3. Alamdari, E. F., & Bozorgian, H. (2021). Gender, metacognitive intervention, and dialogic interaction: EFL multimedia listening. System, 104, Article 102709. https://doi.org/10.1016/j.system.2021.102709.
4. Anthonysamy, L. (2021). The use of metacognitive strategies for undisrupted online learning: Preparing university students in the age of pandemic. Education and Information Technologies, 26(6), 6881–6899. https://doi.org/10.1007/s10639-021-10518-y.
5. Anthonysamy, L., Koo, A. C., & Hew, S. (2020). Self-regulated learning strategies and non-academic outcomes in higher education blended learning environments: A one decade review. Education and Information Technologies, 25(5), 3677–3704. https://doi.org/10.1007/s10639-020-10134-2.
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