Title

Moving Qualitative Research into the Quantitative World of Metacognition

Location

3034

Format Type

Paper

Format Type

Paper

Start Date

January 2016

End Date

January 2016

Abstract

Until now, literature related to metacognition and calibration, how well learners monitor their own comprehension, has tended to focus almost exclusively on quantitative metrics, leaving learners’ perspectives out of the interpretation. In an attempt to demonstrate that learners experience the calibration process differently than a quantitative metric might have us believe, we will explore findings from a recent qualitative study regarding how proficient versus poor calibrators experience the process of calibration. We discuss our research in light of metacognition in general and comprehension monitoring in particular, and highlight implications of our findings for education.

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Jan 15th, 1:10 PM Jan 15th, 1:30 PM

Moving Qualitative Research into the Quantitative World of Metacognition

3034

Until now, literature related to metacognition and calibration, how well learners monitor their own comprehension, has tended to focus almost exclusively on quantitative metrics, leaving learners’ perspectives out of the interpretation. In an attempt to demonstrate that learners experience the calibration process differently than a quantitative metric might have us believe, we will explore findings from a recent qualitative study regarding how proficient versus poor calibrators experience the process of calibration. We discuss our research in light of metacognition in general and comprehension monitoring in particular, and highlight implications of our findings for education.