Towards the Discovery of Learner Metacognition from Reflective Writing

Gibson, A; Kitto, K; Bruza, P

Towards the Discovery of Learner Metacognition from Reflective Writing

Gibson, A

Kitto, K

Bruza, P

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Publisher:: UTS ePress
Publication Type:: Journal Article
Citation:: The Journal of Learning Analytics, 2016, 3 (2), pp. 22 - 36
Issue Date:: 2016-09

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Field	Value	Language
dc.contributor.author	Gibson, A https://orcid.org/0000-0003-4619-6515	en_US
dc.contributor.author	Kitto, K https://orcid.org/0000-0001-7642-7121	en_US
dc.contributor.author	Bruza, P	en_US
dc.date.issued	2016-09	en_US
dc.identifier.citation	The Journal of Learning Analytics, 2016, 3 (2), pp. 22 - 36	en_US
dc.identifier.issn	1929-7750	en_US
dc.identifier.uri	http://hdl.handle.net/10453/116845
dc.description.abstract	Modern society demands renewed attention on the competencies required to best equip students for a dynamic and uncertain future. We present exploratory work based on the premise that metacognitive and reflective competencies are essential for this task. Bringing the concepts of metacognition and reflection together into a conceptual model within which we conceived of them as both a set of similar features, and as a spectrum ranging from the unconscious inner-self through to the conscious, external, social self. This model was used to guide exploratory computational analysis of 6,090 instances of reflective writing authored by undergraduate students. We found the conceptual model useful in informing the computational analysis, which in turn showed potential for automating the discovery of metacognitive activity in reflective writing, an approach that holds promise for the generation of formative feedback for students as they work towards developing core 21st century competencies.	en_US
dc.publisher	UTS ePress	en_US
dc.relation.ispartof	The Journal of Learning Analytics	en_US
dc.relation.isbasedon	10.18608/jla.2016.32.3	en_US
dc.title	Towards the Discovery of Learner Metacognition from Reflective Writing	en_US
dc.type	Journal Article
utslib.citation.volume	2	en_US
utslib.citation.volume	3	en_US
utslib.for	130306 Educational Technology and Computing	en_US
utslib.for	1303 Specialist Studies in Education	en_US
pubs.embargo.period	Not known	en_US
pubs.organisational-group	/University of Technology Sydney
pubs.organisational-group	/University of Technology Sydney/DVC (Teaching and Learning)
pubs.organisational-group	/University of Technology Sydney/DVC (Teaching and Learning)/Connected Intelligence Centre
utslib.copyright.status	open_access
pubs.consider-herdc	false	en_US
pubs.issue	2	en_US
pubs.publication-status	Published	en_US
pubs.volume	3	en_US

Abstract:

Modern society demands renewed attention on the competencies required to best equip students for a dynamic and uncertain future. We present exploratory work based on the premise that metacognitive and reflective competencies are essential for this task. Bringing the concepts of metacognition and reflection together into a conceptual model within which we conceived of them as both a set of similar features, and as a spectrum ranging from the unconscious inner-self through to the conscious, external, social self. This model was used to guide exploratory computational analysis of 6,090 instances of reflective writing authored by undergraduate students. We found the conceptual model useful in informing the computational analysis, which in turn showed potential for automating the discovery of metacognitive activity in reflective writing, an approach that holds promise for the generation of formative feedback for students as they work towards developing core 21st century competencies.

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http://hdl.handle.net/10453/116845