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.
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.
Comments
Breakout Session D