Dewey's Metacognitive Process

Learners’ self-regulatory and metacognitive processes play a key role in their learning outcomes. The concept of metacognition in the learning process can be traced back to Socrates' method of questioning. Following Dewey's self-reflections in learning, the developmental psychologist John Flavell promoted the concept of metacognition in the 1970s with the definition "one's own cognitive process or anything related to them". In 1981 metacognition was further defined by Flavell as "strategies used to monitor cognitive progress" to differentiate from cognitive behaviors and cognitive apprenticeship in the learning process.

Metacognitive prompts in the teaching activity consisted of activating the teaching principles learned and focusing students'

Second, digital pedagogy involves a different way of metacognition as compared with traditional classroom instructions. Recent years have seen a widespread interest in the mechanisms of learner metacognition. Multiple studies examined the effectiveness of a metacognitive prompts intervention, and showed significant improvements in students’ content knowledge and nature of the learned subject (e.g., Peters and Kitsantas, 2009); Moreno (2009) called for necessity to use metacognitive prompts to help novice teachers effectively learn from virtual classroom scenarios. Yet research gaps were identified by recent reviews of literature. Zohar and Barzilai (2013) identified very few studies of teachers’ knowledge and professional development on metacognition in a systematic analysis of 178 studies published in peer-reviewed journals in the recent

(ii) How are metacognitive prompts different in virtual lectures from classical classroom environments?

(iii) What can the study of metacognitive prompts offer to future instructions in virtual environments?

Method, materials and expected outcome

Materials will be focused on virtual lectures such as TED Talks - short videos (around 20 minutes or less) of experts sharing on a variety of topics. The method of research will include the creation of a multimodal corpus of learner responses and measurement of learner cognitive engagements: A group of participants will be recruited and exposed to the selected virtual lecture materials. A combination of the virtual lecture and the elicited behavior of the participants such as self-questioning and thing-aloud feedback will be recorded, annotated, and analyzed with the ELAN software developed by the Max Planck Institute for Psycholinguistics. Ego-documents including graphic representations and reflections (e.g. concept maps, flow charts, semantic webs) will also be requested and analyzed. Elicit questions will include open-ended questions. The analysis of these documents will consist in looking particularly