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Supporting Adult Learners' Metacognitive Development with a Sociotechnical System DePaul University Via Sapientiae College of Computing and Digital Media Dissertations College of Computing and Digital Media Spring 6-5-2015 Supporting Adult Learners' Metacognitive Development with a Sociotechnical System Kathryn Wozniak DePaul University, [email protected] Follow this and additional works at: https://via.library.depaul.edu/cdm_etd Part of the Educational Psychology Commons, Graphics and Human Computer Interfaces Commons, Instructional Media Design Commons, and the Online and Distance Education Commons Recommended Citation Wozniak, Kathryn, "Supporting Adult Learners' Metacognitive Development with a Sociotechnical System" (2015). College of Computing and Digital Media Dissertations. 12. https://via.library.depaul.edu/cdm_etd/12 This Dissertation is brought to you for free and open access by the College of Computing and Digital Media at Via Sapientiae. It has been accepted for inclusion in College of Computing and Digital Media Dissertations by an authorized administrator of Via Sapientiae. For more information, please contact [email protected]. SUPPORTING ADULT LEARNERS' METACOGNITIVE DEVELOPMENT WITH A SOCIOTECHNICAL SYSTEM BY KATHRYN WOZNIAK A DISSERTATION SUBMITTED TO THE SCHOOL OF COMPUTING, COLLEGE OF COMPUTING AND DIGITAL MEDIA OF DEPAUL UNIVERSITY IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF DOCTOR OF PHILOSOPHY DEPAUL UNIVERSITY CHICAGO, ILLINOIS 2015 SUPPORTING ADULT LEARNERS' METACOGNITIVE DEVELOPMENT WITH A SOCIOTECHNICAL SYSTEM ABSTRACT Metacognition is defined as thinking about and reflecting on one's cognitive processes. In learning contexts, strong metacognition leads to retention, academic success, and deep learning. While we know a lot about the metacognition of learners in grades K-12 and college, there are limited studies on adult learners' (24 and older) metacognitive awareness, how to support it, or the role technology can play, particularly since e-learning is quickly becoming the central mode of learning for adult learners. Thus, I have the following motivating research question: How can we support adult learners' metacognitive development in e-learning environments? To better understand adult learners' needs, I conducted a content analysis of adults' learning ePortfolios and surveyed a cross-section of adult learners to determine their metacognitive awareness. Based on those findings and the literature on designing learning technologies for adult learners, I iteratively designed and developed a web-based application with adult learning, social learning, and persuasive design elements. During two sections of an online course, a treatment group used the intervention and a control group did not. Both groups completed a pre-/post-self report of their metacognitive awareness, developed a learning portfolio that was rated by two raters for evidence of metacognition, and participated in interviews. 2 This research shows that (a) adult learners are adept at planning and monitoring their learning but need more support in managing information and evaluating their learning; (b) a web-based intervention with social-persuasive design elements supports adult learners in metacognitive development; and (c) social and persuasive design elements, when aligned with adult learning principles, support adult learners' narrative identity, which I argue is a key factor in supporting their metacognitive development. This research aims to provide designers, educators, and learners with a better understanding of adult learners needs and offers design principles and guidelines for development of sociotechnical systems that can promote their metacognitive development in e- learning environments. 3 ACKNOWLEDGMENTS My sincerest gratitude goes to my advisor, Dr. José Zagal, for his mentorship, wisdom, inspiration, and patience. Thank you also to my committee for sharing their time, energy, and suggestions throughout the process: Dr. Peter Hastings, Dr. Cynthia Putnam, Dr. Adam Steele, and Dr. Catherine Marienau. For their unconditional love and support in this and every endeavor I take on, all my love goes to my family and friends including Jake, Mom, Dad, Grandma, Chris, Jenny, Joy, Rich (may he rest in peace), Nancy, Frank, Carole, Ron, Marilyn, Ann, Karl, Becca G., Chrissy, Ciara, Erin, Lauren, Sarah, Becca H., Shelby, Stefania, Yolanda, and all of my cousins. I also could not have completed this research without the intellectual and spiritual support of my colleagues Michelle, Steffanie, Kamilah, Kaitlin, Susan, Gretchen, Pat, Julie, Pete, Sarah, Caryn, Shannon, and Miaoqi. Finally, a special thanks goes to all those who participated in this research. You and all lifelong learners are the driving force behind my passion for learning, teaching, and designing. 4 TABLE OF CONTENTS ACKNOWLEDGMENTS ............................................................................................................................ 4 TABLE OF CONTENTS ............................................................................................................................. 5 LIST OF TABLES ....................................................................................................................................... 8 LIST OF FIGURES ................................................................................................................................... 10 CHAPTER 1: WHY STUDY ADULT LEARNERS' METACOGNITION IN LEARNING ENVIRONMENTS? ................................................................................................................................. 11 1.1 INTRODUCTION ................................................................................................................ 11 1.2 REVIEW OF LITERATURE ............................................................................................... 15 1.2.1 Supporting Metacognitive Development ..................................................... 16 1.2.2 Designing for Adult Learners ............................................................................ 24 1.2.3 Social Learning Design: Social Constructionism & Legitimate Peripheral Participation ................................................................................................................. 28 1.2.4 Persuasive Design for Modified Behavior .................................................... 33 1.3 OVERVIEW OF RESEARCH .............................................................................................. 35 Methods Overview ............................................................................................................. 38 CHAPTER 2: ADULT LEARNERS' METACOGNITIVE PRACTICES ................................................ 43 2.1. CONTENT ANALYSIS OF ADULT LEARNERS' LEARNING EPORTFOLIOS ................ 44 2.1.1 Findings ...................................................................................................................... 47 2.1.2 Discussion .................................................................................................................. 58 2.2 ADULT LEARNERS' METACOGNITIVE AWARENESS INVENTORY (SELF- ASSESSMENT) .......................................................................................................................................... 60 5 2.2.1 Findings ...................................................................................................................... 62 2.2.2 Discussion .................................................................................................................. 65 2.3 SUMMARY ......................................................................................................................... 66 CHAPTER 3: SUPPORTING ADULT LEARNERS' METACOGNITIVE DEVELOPMENT WITH A SOCIOTECHNICAL SYSTEM ................................................................................................. 68 3.1 THE REFLECTCOACH INTERVENTION ......................................................................... 71 3.1.1 Changes to ReflectCoach Iteration #1 .......................................................... 76 3.2 REFLECTCOACH EXPERIMENT ...................................................................................... 81 3.2.1 Measuring Metacognitive Development ...................................................... 82 3.2.2 Findings ...................................................................................................................... 85 3.2.3 Discussion .................................................................................................................. 95 3.3 SUMMARY ......................................................................................................................... 96 CHAPTER 4: DESIGNING FOR ADULT LEARNERS' METACOGNITIVE DEVELOPMENT ........ 98 4.1 REFLECTCOACH INTERVIEWS, ACTIVITY LOGS, AND DISCUSSION FORUMS ........ 98 4.1.1 Findings ...................................................................................................................... 99 4.1.2 Discussion ............................................................................................................... 110 4.2 SUMMARY ....................................................................................................................... 112 CHAPTER 5: .......................................................................................................................................... 114 CONCLUSIONS & FUTURE RESEARCH ...........................................................................................
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