Thursday, March 8
3:25-3:45 PM
CST
Creekside II

Cognitive and Meta-Cognitive Skills Measurement: What about the Task in Web 2.0 Environments?

Brief Paper ID: 36533
  1. aaa
    Katherine Chiluiza
    Escuela Superior Politécnca del Litoral
  2. Vanessa Echeverria
    Escuela Superior Politécnca del Litoral

Abstract: Even though some faculties are eager to use Web 2.0 tools for enhancing skill development in students, they face the difficulty of keeping track of these developments. This research aims to shed light into how to measure (meta) cognitive skills. The article describes two studies in which graduate (35) and undergraduate (26) students collaborated in a CSCL environment. A comparison of the levels of cognitive processing reached by students when labeling their contributions using Bloom’s revised taxonomy, Weinberger’s scripting and no labeling were analyzed with Gunawardena’s interaction model. In addition, differences in cognitive levels according to aspects of the tasks were studied. No differences in cognitive levels were found among the conditions; however, the aspects of the task resulted as a key factor to reach higher levels of (meta) cognition and more interactions. The article presents conclusions about measuring (meta) cognitive skills and about designing tasks for the Web 2.0.

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