Promoting student metacognition through collaborative analysis of their own debates : is it better with text or with graphics?
Lafuente Martínez, Marc (Fundació Jaume Bofill)
Álvarez Valdivia, Ibis Marlene (Universitat Autònoma de Barcelona. Departament de Psicologia Bàsica, Evolutiva i de l'Educació)

Date:	2016
Abstract:	This paper presents a higher education experience aimed at explicitly promoting metacognitive processes in a social and collaborative context. Students carried out a debate on an e-forum, and were later asked to collaboratively analyse their own debates. The control group conducted this analysis using text-based tools; the experimental group analysed it with a graphical tool ("DebateGraph"). We examine the consequences of such experiences in promoting students' metacognitive processes for argumentative competence, as well as its impact on content knowledge learning. The analysis yields different results depending on the perspective adopted: students' self-assessment or instructor's assessment.
Rights:	Aquest document està subjecte a una llicència d'ús Creative Commons. Es permet la reproducció total o parcial i la comunicació pública de l'obra, sempre que no sigui amb finalitats comercials, i sempre que es reconegui l'autoria de l'obra original. No es permet la creació d'obres derivades.
Language:	Anglès
Document:	Article ; recerca ; Versió publicada
Subject:	Metacognition ; Argumentation ; Graphic representation ; Information and communication technologies ; Collaborative learning ; Higher education
Published in:	Metacognition and learning, Vol. 19, Núm. 4 (2016) , p. 167-177, ISSN 1556-1623

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