Systematic Reviews and Meta Analysis
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A Systematic Review of Group Metacognition Researches on Online and Face-to-Face Learning Environments

Year 2024, Volume: 9 Issue: 2, 64 - 84, 10.07.2024

Gamze Türkmen

https://doi.org/10.53850/joltida.1369928

Abstract

Group metacognition involves a collective understanding of cognitive processes and collaborative problem-solving mechanisms within a group. This study, conducted through a systematic review of 54 studies, aims to present the evolutionary trajectory of research on group metacognition in (predominantly) online and face-to-face learning environments. It explores the definitional shifts, methodological trends, and potential connections between the quality of collaboration and studies on group metacognition in online learning environments. The Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) was used to report the study's results. In investigating determinants influencing group metacognition, the research examined the distribution of effective variables such as group size, composition, task complexity, and time constraints. This systematic review provides an overview of the evolutionary path for definitions of the group metacognition concept, accumulated methodological approaches, and key insights into studies that may be associated with group metacognition. Thus, it underscores the importance of customized interventions that appropriately consider variables that could affect group metacognition effectively.

Keywords

online learning group metacognition collaboration quality learning environments instructional design

Supporting Institution

Manisa Celal Bayar University

Thanks

This study is a part of a scientific research project supported by Manisa Celal Bayar University.

References

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Year 2024, Volume: 9 Issue: 2, 64 - 84, 10.07.2024

Gamze Türkmen

https://doi.org/10.53850/joltida.1369928

Abstract

References

  • Bakhtiar, A., Webster, E. A., & Hadwin, A. F. (2018). Regulation and socio-emotional interactions in a positive and a negative group climate. Metacognition and Learning, 13(1), 57–90. https://doi.org/10.1007/s11409-017-9178-x
  • Biasutti, M., & Frate, S. (2018). Group metacognition in online collaborative learning: validity and reliability of the group metacognition scale (GMS). Educational Technology Research and Development, 66(6), 1321–1338. https://doi.org/10.1007/S11423-018-9583-0/FIGURES/1
  • Binali, T., Tsai, C. C., & Chang, H. Y. (2021). University students’ profiles of online learning and their relation to online metacognitive regulation and internet-specific epistemic justification. Computers & Education, 175, 104315. https://doi.org/10.1016/j.compedu.2021.104315
  • Borge, M., Aldemir, T., & Xia, Y. (2022). How teams learn to regulate collaborative processes with technological support. Educational Technology Research and Development, 70(3), 661–690. https://doi.org/10.1007/s11423-022-10103-1
  • Borge, M., Ong, Y. S., & Rosé, C. P. (2018). Learning to monitor and regulate collective thinking processes. International Journal of Computer-Supported Collaborative Learning, 13(1), 61–92. https://doi.org/10.1007/s11412-018-9270-5
  • Brannen, S. F., Beauchamp, D., Cartwright, N., Liddle, D., Tishinsky, J., Newton, G., & Monk, J. (2021, November 30). Effectiveness of Group Work Contracts to Facilitate Collaborative Group Learning and Reduce Anxiety in Traditional Face-to-Face Lecture and Online Distance Education Course Formats. International Journal for the Scholarship of Teaching and Learning, 15(2). https://doi.org/10.20429/ijsotl.2021.150205
  • Castañer, X., & Oliveira, N. (2020). Collaboration, Coordination, and Cooperation Among Organizations: Establishing the Distinctive Meanings of These Terms Through a Systematic Literature Review. Journal of Management, 46(6), 965–1001. https://doi.org/10.1177/0149206320901565
  • Chiu, M. & Kuo, S.W. (2009). Social metacognition in groups: Benefits, difficulties, learning, and teaching. Metacognition: New Research Developments. 117-136.
  • Costley, J. (2021). How role-taking in a group-work setting affects the relationship between the amount of collaboration and germane cognitive load. International Journal of Educational Technology in Higher Education, 18(1). https://doi.org/10.1186/s41239-021-00259-w
  • Çini, A., Malmberg, J., & Järvelä, S. (2020). How individual metacognitive awareness relates to situation-specific metacognitive interpretations of collaborative learning tasks. Educational Studies. https://doi.org/10.1080/03055698.2020.1834359
  • Çini, A., Järvelä, S., Dindar, M., & Malmberg, J. (2023). How multiple levels of metacognitive awareness operate in collaborative problem solving. Metacognition and Learning. https://doi.org/10.1007/s11409-023-09358-7
  • *Daniel, S. R., & Jordan, M. E. (2017). Effects of a heedful interrelating intervention on collaborative teams. Active Learning in Higher Education, 18(3), 199–212. https://doi.org/10.1177/1469787417715201
  • De Backer, L., Van Keer, H., Moerkerke, B., & Valcke, M. (2016). Examining evolutions in the adoption of metacognitive regulation in reciprocal peer tutoring groups. Metacognition and Learning, 11(2), 187–213. https://doi.org/10.1007/s11409-015-9141-7
  • De Backer, L., Van Keer, H., & Valcke, M. (2015a). Exploring evolutions in reciprocal peer tutoring groups’ socially shared metacognitive regulation and identifying its metacognitive correlates. Learning and Instruction, 38, 63–78. https://doi.org/10.1016/j.learninstruc.2015.04.001
  • De Backer, L., Van Keer, H., & Valcke, M. (2015b). Promoting university students’ metacognitive regulation through peer learning: the potential of reciprocal peer tutoring. Higher Education, 70(3), 469–486. https://doi.org/10.1007/s10734-014-9849-3
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Primary Language English
Subjects Information Systems Education
Journal Section Research Article
Authors

Gamze Türkmen 0000-0002-4695-9159

Publication Date July 10, 2024
Submission Date October 2, 2023
Published in Issue Year 2024 Volume: 9 Issue: 2

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APA Türkmen, G. (2024). A Systematic Review of Group Metacognition Researches on Online and Face-to-Face Learning Environments. Journal of Learning and Teaching in Digital Age, 9(2), 64-84. https://doi.org/10.53850/joltida.1369928
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