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Cognitive and Meta-Cognitive Skills Measurement: What about the Task in Web 2.0 Environments? PROCEEDINGS

, , Escuela Superior Politécnca del Litoral, Ecuador

Society for Information Technology & Teacher Education International Conference, in Austin, Texas, USA ISBN 978-1-880094-92-1 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA

Abstract

Even though some faculties are eager to use Web 2.0 tools for enhancing skill development in students, they face the difficulty of keeping track of these developments. This research aims to shed light into how to measure (meta) cognitive skills. The article describes two studies in which graduate (35) and undergraduate (26) students collaborated in a CSCL environment. A comparison of the levels of cognitive processing reached by students when labeling their contributions using Bloom’s revised taxonomy, Weinberger’s scripting and no labeling were analyzed with Gunawardena’s interaction model. In addition, differences in cognitive levels according to aspects of the tasks were studied. No differences in cognitive levels were found among the conditions; however, the aspects of the task resulted as a key factor to reach higher levels of (meta) cognition and more interactions. The article presents conclusions about measuring (meta) cognitive skills and about designing tasks for the Web 2.0.

Citation

Chiluiza, K. & Echeverria, V. (2012). Cognitive and Meta-Cognitive Skills Measurement: What about the Task in Web 2.0 Environments?. In P. Resta (Ed.), Proceedings of SITE 2012--Society for Information Technology & Teacher Education International Conference (pp. 1685-1690). Austin, Texas, USA: Association for the Advancement of Computing in Education (AACE). Retrieved September 21, 2017 from .

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