Design And Practice Of Metacognition Intervention Based On Feedback In Online Learning Environment

The development of the information technology has provided online learners with rich learning resources,diversified learning methods,and free learning space.At the same time,learners are also required to have a clearer understanding of themselves and the environment.They should be able to clarify their own learning needs and cognition level,plan how to learn rationally,monitor and regulate their own learning process,so as to achieve the learning goal.Metacognition is the cognition about cognition,guides learners to perform the series of processes mentioned above.It is the key element for independent learners to learn effectively.In order to better promote the learning and development of college students and enable them to improve their development learning ability,this study conducts the design and practice of metacognition intervention in the context of real online learning,using feedback as a means,relying on learning management systems and learning analytics techniques,aiming to evoke learners' metacognition awareness and enhance learners' metacognition level.This study mainly focuses on the following three questions:(1)In the online learning environment,how does the metacognition intervention proceed? What dimensions and elements are involved?(2)How to use feedback to intervene in students' metacognition? What form,timing and content should be selected in the feedback?(3)What is the effect of metacognition intervention based on feedback in the online learning environment? How to measure and evaluate the effect of metacognition intervention?To solve the problems mentioned above,this study combines theory and practice,sorts out the literature about metacognition components,the relationship of feedback and metacognition,etc.,puts forward a feedback design scheme whose purpose is to intervene in metacognition.The study adopts experimental research method,questionnaire survey method and interviews,combining with cluster analytics,path mining,content analytics and other learning analytics methods,to verify the effect of feedback-based metacognition intervention.The main contents of this study include:1.Construct feedback-based metacognition intervention modelThe study constructs a feedback-based metacognition intervention model based on existing researches and social cognitive theory,social comparison theory,contextual learning theory,feedback intervention theory.Clarify the relationship between feedback,metacognition,and learning performance in this model,explore the elements involved in the intervention process such as subjects,tools,and information.Metacognition influences learning decisions,so new learning performance data generates continuously.Teachers should clarify that the purpose is metacognition intervention,also should continuously design and provide new feedback information for learners based on data analysis results,so as to intervene in learners' metacognition knowledge,metacognition experience and metacognition monitoring.2.Design feedback-based metacognition intervention strategiesBased on the feedback-based metacognition intervention model as well as the data of cognitive outcomes,behavioral performance and learning strategies generated during the learning process,the feedback content is extracted including evaluation,description and prompts.Using various figures,tables,text to present the content and providing to learners,some feedback strategies will be generated such as badges,integral,verbal comments,knowledge map,learning path,control lists,learning progress navigation and so on.Then learners' metacognition knowledge will be enriched,metacognition experience will be enhanced,and metacognition monitoring will be promoted with the influence of feedback strategies.3.Verify the effect of feedback-based metacognition interventionConduct empirical research in a real online learning context.Through three experiments,the intervention effect of evaluation feedback,description feedback,prompts feedback is confirmed respectively.In the experiments,questionnaire survey,interviews and learning analytics are combined to verify the effect of the feedback-based metacognition intervention.Questionnaire survey and interviews are carried out mainly through the form of question and answer,their function is to obtain students' thinking,ideas and other relative implicit data.Learning analytics mainly uses the students' behavior data recorded by the learning management system to infer the change of their metacognition level.Based on the above theory and practice,this study draws the following conclusions:(1)Evaluation feedback can enhance students' metacognition knowledge and metacognition monitoring,and help them to form an objective understanding of themselves,tasks and strategies.(2)Description feedback can enhance students' metacognition knowledge,metacognition experience and metacognition monitoring,enables students to compare with their peers,stimulates their competition awareness and self-satisfaction,promotes positive learning and thinking.(3)Prompts feedback can enhance students' metacognition experience and metacognition monitoring,enables students to feel that teachers are concerned about them.It is more likely to find their own strengths and weaknesses based on prompts feedback,in accordance with the guidance of teachers to learn.(4)The effects of evaluation feedback,description feedback and prompts feedback are persistent.But the better one is description feedback.The innovation of this study includes research content and research methods.In the aspect of research content,this study continuously tracks the learning process data of learners,uses learning analytics to assess learners' cognition and metacognition level,then intervenes in learners' metacognition through providing them with evaluation feedback,description feedback and prompts feedback.The persistence of feedback-based metacognition intervention effects has been verified to examine whether the learners' metacognition level is maintained after the study.In the aspect of research methods,this study breaks through the limitations of traditional metacognition assessment methods.By constructing the relationship between learning process data and metacognition,metacognition is comprehensively assessed by questionnaire survey,interviews and learning analytics.