Metalearning capacity and threshold concept engagement

By S. Ward, Jan H. F. Meyer. 2010

374 citations recorded by the source corpus.

This study aims to further our understanding of metalearning activity through the analysis of qualitative data gathered from 370 first‐year microeconomics students in three UK universities. The students were asked to produce undirected reflective essays in response to a personal ‘learning profile’ generated before, and after, the teaching of a threshold concept. The purpose was to compare the capacity and/or inclination of students studying threshold concepts to write about their learning in a manner that conveys an understanding of the self, and sense of control, in the associated process. Findings are first, that as a posited benefit of the metalearning experience a majority of students demonstrate an increased level of control over their learning of threshold concepts, and second that the metalearning activity may provide the basis for study support intervention, tailored to the individual student's needs as identified in their self‐reported learning profile and reflective essay.

Subfields: Education

View Paper: https://www.semanticscholar.org/paper/4a44ed62ea275c07de322816d8306ae137a42b6b

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Citations in the corpus

• Doctoral students’ experiences leading to completion or attrition: a matter of sense, progress and distress (2017, background): “attitudes and students’ outcomes (Lavigne et al. 2007) and, conversely, how progression”
• The student voice in higher education curriculum design: is there value in listening? (2015, background): “The benefit to students involved in ‘colleague’ curriculum design relationships has been suggested (Carey, 2013) but the sustainability of such models has been questioned (Bovill, 2013).”
• HIGHER-ORDER THINKING SKILLS (HOTS) ANALYSIS OF STUDENTS IN SOLVING HOTS QUESTION IN HIGHER EDUCATION (2018, background): “…Başer, 2014; Budsankom, P; Sawangboon, T; Damrongpanit, S; Chuensirimongkol, 2015), the use of technology to train HOTS (Edwards, 2016; Duan, 2012; McLoughlin & Mynard, 2009; Chinedu, Olabiyi, & Kamin, 2015), and the level of knowledge and practice of HOTS implementation by teachers (Abdullah,…”
• The flipped classroom: A learning model to increase student engagement not academic achievement (2017, background): “A decline in student attendance on campus nationally and internationally has been highlighted as a barrier to student engagement and achievement (Barlow & Fleischer, 2011; Huxham, 2005; López-Bonilla & López-Bonilla, 2015; Marburger, 2001; Newman-Ford, Fitzgibbon, Lloyd, & Thomas, 2008; Schmidt et…”